The assessment of outcomes as well as the ability to be fair and careful in monitoring and evaluating progress and the functioning of the students within the class is essential (Boud & Molloy, 2013). Social work educators need to assess the following aspects of student performance such as skills acquisition, critical learning and theoretical knowledge (Crisp & Lister, 2002). Assessment results in vital actions such as student learning, student grading, curriculum evaluation, comparison of performance and evaluation of educator performance (Crisp & Lister, 2002; Harden & Crosby, 2000). In addition, the use of meaningful assessment and formative feedback is a core capacity of social work educators as it impacts on the success or failure of the student in the course. This is evidenced in the statement made by Rene who says “proper assessments …. I pay a lot of attention in third year to assessment”. Another educator, Emily, when describing the attributes of a good educator, makes reference to the provision of feedback and engaging students in research but also the transmission of guidance from the educator to the student:
… somebody [the educator] who encourages students to go research, somebody who actually does not spoon-feed them, uh somebody who gives uh constant feedback to the students let's say like after the submission of a report and the you sit them down and say this is what I think you should improve on. (Emily, 2013)
Assessment is seen as a challenging aspect of meso practice both for students undertaking assessments and for educators assessing them. The findings show that the methods of assessment varied from one HEI to the next and also varied at each year level: for example, in a third year course at one HEI, the assessment methods alternated between a test and an assignment for the formative assessment, while at another HEI it was one long assignment at fourth year level. An assignment is often chosen by educators, as Nick indicated in his
115
interview, where he used two individual assignments of between six to eight pages in length as formative assessment, but noted that if he teaches the course again, he would like to add a test, as the marking of the two assignments was time consuming. He did, however, acknowledge that assignments are helpful in preparing students for the final examination. His response alerts one to the difficulties of educators spending excessive amounts of time marking individual work, which is a consideration for educators especially in light of large class numbers.
All the courses included a summative assessment by written examination. The use of technology for assessment was evident at one HEI where it was reported that assessment for some of tests was conducted electronically. These electronic tests were multiple choice questionnaires, of which there were three, weighted at 10% each; the assignment or test was weighted at 30%.
The use of innovative assessment methods was identified by one interviewee in a course called Advanced Group Work, as that Department of Social Work saw the need to increase the students’ understanding of theory in the area of meso practice. However, the approach was not simply to teach theory in a lecture format.
This educator describes her teaching style as using a building block approach, and adds that she “loves practice more, I believe it [competence in practice] has to come from experience not classroom work”. Therefore, in order to encourage students out of the classroom, Veena creates assessments whereby the students have to engage in the following task:
so I’ve asked them [the students]to go out into the community and locate a support group and to observe different groups or self-help groups in the community and to sit there and observe what is happening and then your assignment would be to observe within [the support groups] the principles of social work which are being implemented. (Veena, 2013)
In the assignment developed by Veena, there is a definite attempt made to locate information in the real world and observe some of the complexities found in groups. The purpose of the assignment was to create an opportunity for the students to have direct exposure to a group as well as to critically reflect on how the group conforms or does not conform to the values and principles of social work meso practice. Furthermore, students were expected to design a
116
meso practice programme that aligns with the vision and mission of the organisation. Veena noted that this assignment was significant in that it allowed students to develop skills in research, advanced empathy, attentive listening and designing a meso practice programme. Also, students demonstrated the use of values such as respect, confidentiality and recognition of group norms. Veena adds that the assignment assisted in allowing students to:
See [how] theory flows into practice, knowledge of different types of groups, types of facilities/communities and how groups can be aligned to the needs/requirements of the community. (Veena, 2013)
Veena’s assignment referred to above has many elements of an authentic task. All the courses taught by those interviewed in the study were reported to be linked to ELOs, and marks were allocated equally for summative and formative assessments.
Controversially, in one HEI, a small portion of marks were allocated for class attendance, to encourage good professional practice. The criticism of this practice, however, is that such practices can promote presentism, and reduce self-regulation on the part of students to make choices as required in the real work (Macfarlane, 2013).