Practice Educator experiences of holistic assessment using the PCF

1. Practice Educator experiences of holistic assessment using the PCF Pam Field – UCLAN Cathie Jasper – MMU NOPT conference October 2014

2. Context of research • PCF and holistic assessment – basis for assessing students on placement from 2013-14 • PCF – national standards; different local implementation - Some HEIs moved to assessing all current students 2013-14; others just first placement students • Differing portfolio requirements within partnerships • Holistic assessment – ‘different conceptual approach’ to assessment of students on placement (TCSW, 2012c, p.1)

3. Aims of research • Collaboration between two HEIs – MMU and UCLAN – differing portfolio requirements. Aim – to maximise data and contrast and compare experiences • Aims : to gain PEs’ views and experiences on: • using the PCF to assess students, positive benefits and challenges • Portfolio elements and requirements and their usefulness in underpinning PEs judgements • Effectiveness of PCF in helping to identify and assess weaker aspects of student practice

4. Study design MMU - 36 PEs, onsite and offsite PE UCLAN – 56 PEs , onsite and offsite PE n = 22 participated (majority were ‘experienced’ PEs and Stage 2 off site PEs and this was their first experience of assessing under the PCF) Completion of electronic questionnaire (n = 22); detailed questions; free text responses Attendance at focus group (n = 9) n = 26 participated (majority were ‘experienced’ PEs; 1/3rd were Stage 2; majority were on site PEs and this was NOT their first experience of assessing under the PCF) Completion of electronic questionnaire (n = 23): detailed questions, free text responses Attendance at focus group (n = 3)

5. PCF - positive comments….. • I have fully embraced the freedom of assessment under the PCF’ • (feel positive about) ‘the opportunity to think more widely with students about their development as social workers’ • ‘it is a far better experience for me and the student’ • ‘it has made the PE role more enjoyable and allows for more reflective and analytical supervisions with students’

6. Emerging themes – shared • Applicability and flexibility of PCF • Developmental nature of PCF – supporting student learning and identifying weaker students • Role of PCF in defining social work – as an approach - and developing professional identity • Reflection and supervision – the supporting trunk of holistic assessment …..the tree of holistic assessment

7. PCF…….the sun shining through the branches of a tree….. Sun , growth and development (PCF); branches responding, reaching up and looking forward but need to pay attention to the roots and the stem for continued healthy growth and development ; also , what is obscured, what is exposed

8. Applicability and flexibility of PCF • To different settings and to different students Including ‘non social work’ settings • Student encouraged to engage with wider variety of work; less constraining than the Key Roles it keeps the focus firmly on good practice and implementing theory within practice , which sometimes got a little lost in the frenetic pace of the key roles and scrabbling about for ‘suitable tasks’ to complete in order to tick a box • Frees up the PE; focus on the learning journey; more enjoyable experience for PE (Outliers - one in each group , PCF vague, broad and obscures specific social work skills)

9. Developmental nature of PCF • PCF as supporting student learning – domains required reflection and analysis of practice • PCF graded levels – focus on the flow of the learning journey • Identifying, supporting and assessing weaker students – different emphasis - MMU - support and tool for PEs to assess / fail - UCLAN - defining areas of strengths and for development with the student; PCF used constructively to map development ‘it measures progress rather than achievement’ ‘it (the PCF) just encourages the students to identify themselves (what they are achieving)’

10. Social work as an approach and developing professional identity • Defining social work as an approach ; broad sense not as series of tasks • PCF ‘opening up’ areas for students – encouraging reflection; wider engagement with areas of work • PCF encouraged awareness and link to ongoing and future development

11. Reflection and supervision • Focus, content and use of supervision had changed • Student reflection and ‘talking through’ at the heart of supervision ‘It’s an active conversation each week in your supervision’ • Relationships within supervision highlighted, particularly for UCLAN PEs

12. Areas of difference • The portfolio and ‘paperwork’ – it does make a difference (…learning partnership or ‘weight’ of PE responsibility) • PCF used to identify weakness (fail) or strengths and areas for development • Relationships within the placement …findings and reflections on the reasons…..

13. The portfolios…. UCLAN portfolio MMU portfolio Practice Learning Agreement Mid-Point Development Plan Final Report Direct Observations 3 Critical Analysis of Practice Practice Learning Agreement Interim Review Final Report Direct Observations Critical reflection on Practice Critical reflection on Professional and personal development 2 pieces of service user feedback with student critical reflection

14. Areas of difference 1. The portfolio does make a difference to PEs experience – is it seen as a support for student learning and the ‘learnins partnership’ or as ‘onerous paperwork’ • UCLAN PEs – liked Critical Analysis of Practice and Mid-Point Development Plan; perception that student engaged with PCF - MMU PEs – paperwork and forms onerous and PE dominated; impact – students had limited engagement with the PCF and the portfolio; ‘weight’ of responsibility on PE

15. Areas of difference • PCF used to identify weakness (fail) or strengths and areas for development 3. Relationships within the placement • UCLAN – learning partnership with student ‘- MMU – greater focus on significance of relationships with on site supervisors and tutors

16. Study limitations and further research Limitations: • No student voice • First placement, all non statutory settings • Not all PEs were social workers where on site PEs • Further research: • Final placement, PEs in statutory settings • PE experience and familiarity with assessing under the PCF , does it make a difference to portfolio/paperwork considerations? • Implications for PE training and standards – relational aspect of holistic assessment

17. The tree of holistic assessment PCF…….the sun shining through the branches of a tree….. Pay attention to the trunk and the roots – reflection; supervision; the learning partnership; portfolio/paperwork that engages student and enhances learning

18. Group activity Questions to consider: • How useful is the PCF in helping a student develop their professional identity as a social worker in both first and final placements? • What implications does the use of the PCF and holistic assessment have for the training of PEs and their assessment under the PEPs? • How useful have you found the PCF as an assessment framework? • How have you changed your practice as a PE since the introduction of the PCF and holistic assessment?

19. References and contacts TCSW (2012c) Use of the PCF and Assessment Criteria for Practice Learning, London: TCSW [Online][Accessed on 1.3.14]. Available from: http://www.tcsw.org.uk/uploadedFiles/TheCollege/_CollegeLibrary/Reform_resources/Practice-Learning-Guidance(edref8).pdf • Cathie Jasper – C.Jasper@mmu.ac.uk Pam Field – PField@uclan.ac.uk