Transparency of Assessment in Practice Environments. An extension of the TAPE Model

Authors

  • Clare Stone University of Central Lancashire

DOI:

https://doi.org/10.1921/jpts.v16i1.1249

Abstract

Following research into UK social work students’ experiences of assessment, ‘Author’ (2018) concluded that not all students appeared to be aware of who contributed towards their assessment nor what constituted reasonable assessment practice. The Transparency of Assessment in Practice Education (TAPE) Model was offered to the practice learning community as a tool to engage academics, practice educators and students in dialogue about assessment during placements. The purpose of the TAPE model is for all stakeholders to explore expectations to avoid misunderstandings and ambiguity about assessment. This article explores the potential use of the model within wider contexts of learning and assessment including the assessment of the users of services. The wider application of this innovative model suggests a name change to Transparency of Assessment in Practice Environments.

Author Biography

Clare Stone, University of Central Lancashire

Principal Lecturer

University of Central Lancashire

 

References

Beresford, P. (2013). Beyond the usual suspects. Towards inclusive user involvement. Practical guide. http://www.shapingourlives.org.uk/documents/BTUSGUIDE.pdf: Shaping Our Lives.

Beverley, A., & Worsley, A. (2007). Learning and teaching in social work practice. Basingstoke: Palgrave Macmillan.

Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University : What the Student Does (3rd Edition). Buckingham: Open University Press.

Bogo, M., Regehr, C., Hughes, J., Power, R., & Gioberman, J. (2002). Evaluating A Measure Of Student Field Performance In Direct Service: Testing Reliability And Validity Of Explicit Criteria. Journal of Social Work Education, 38(3), 385-401.

D.F.E. (2017). Confidence in practice: child and family social work assessment and accreditation system Government consultation response Crown Copyright.

Finch, J. (2017). Supporting struggling students on placement. A practical guide. Bristol: Policy Press.

Furness, S., & Gilligan, P. (2004). Fit for purpose: issues from practice placements, practice teaching and the assessment of students' practice. Social Work Education, 23(4), 465-479.

HCPC. (2012). An Introduction To Our Education Processes. In. London: Health and Care Professions Council.

Ketner, M., VanCleave, D., & Cooper-Bolinskey, D. (2017). The Meaning and Value of Supervision in Social Work Field Education. Field Educator, 7.2 (Fall 2017), 1-18.

Lefevre, M. (2005). Facilitating Practice Learning and Assessment: The Influence of Relationship. Social Work Education, 24(5), 565-583. doi:10.1080/02615470500132806

Lynch, R. (2014). Social Work Practice with Older People. A positive person-centred approach. London: Sage.

Martin, R. (2010). Social work assessment. Exeter: Learning Matters.

Miller, J., & Koerin, B. B. (2001). Gatekeeping in the Practicum: What Field Instructors Need to Know. Clinical Supervisor, 20(2), 1.

Nicholas, W. S., & Kerr, J. (2015). Practice Educating Social Work Students. Supporting Qualifying Students on Their Placements. Maidenhead: Open University Press.

Parker, J. (2010a). Effective Practice Learning in Social Work (2nd ed.). Exeter: Learning Matters.

Parker, J. (2010b). When Things Go Wrong! Placement Disruption and Termination: Power and Student Perspectives. British Journal of Social Work, 40(3), 983-999. doi:10.1093/bjsw/bcn149

‘Author’, C. (2018). Transparency of assessment in practice education: the TAPE model. Social Work Education, 1-18. doi:10.1080/02615479.2018.1475556

Thompson, N. (2006). Promoting Workplace Learning. Bristol: The Policy Press.

Warren, J. (2007). Service User and Carer Participation in Social Work. Exeter: Learning Matters.

Wilkins, D. (2015). The impact of 'being assessed' by a disabled children's team: a personal reflective account. Child & Family Social Work, 20(1), 10-18. doi:10.1111/cfs.12026

Williams, S., & Rutter, L. (2010). The practice educator's handbook Exeter : Learning Matters.

Zayyan, M. (2011). Objective structured clinical examination: the assessment of choice. Oman Medical Journal, 26(4), 219-222.

Published

2019-05-09

How to Cite

Stone, C. (2019). Transparency of Assessment in Practice Environments. An extension of the TAPE Model. The Journal of Practice Teaching and Learning, 16(1-2), 83-95. https://doi.org/10.1921/jpts.v16i1.1249
Received 2019-01-23
Accepted 2019-03-01
Published 2019-05-09