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

Clare Stone

doi:10.1921/jpts.v16i1.1249

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

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