Using Video Interviewing in the Assessment of Social Work Communication Skills

The social work degree has now been introduced in England andit is timely to reflect on and evaluate key changes made bymany universities in this process. This paper reflects on thebeginning of such an evaluation, presenting a case study ofassessment changes made in relation to communication skillsteaching in a post-1992 university. This will act as a vehicleto explore some of the inherent complexities involved. Assessmentmethods implemented on social work courses should be scrutinizedin relation to their validity, reliability and feasibility.Drawing upon multi-professional literature, one such processof scrutiny is described, with the intention of contributingto current debates regarding communication skills within thewider arena of developing social work education. The case studypresented outlines how one social work programme changed itsmethod of assessing communication skills for social work students.It explores the processes involved in moving from an essay assignmentto the use of video interviews, supplemented by a written reflectiveself-evaluation undertaken in relation to the interview process.The views of students are outlined via their responses to aquestionnaire and the paper highlights key themes identifiedby a student focus group.     

Adult learning styles: Implications for practice teaching in social work

This paper focuses on the current aspiration to further the process of continuing professional development in social work. It contends that knowledge from the field of adult learning theory may be helpful in sign-posting some tangible ways forward here. The particular emphasis is on critically assessing the usefulness of identifying learning styles as indicators of preferred ways of learning. Knowledge of learning styles is explored as one way of promoting students' learning on practice placements. A small-scale qualitative research study with a group of practice teachers and their students is presented as a vehicle for exploring this new terrain in social work. The findings of this research build on key themes identified by the current literature in this area. The author's findings suggest that information about learning styles has direct practical application in the social work practice teaching arena. The data points to the potential value of using such information to guide students' learning on practice placements and has relevance to considerations of their continuing professional development. Suggestions are put forward to highlight how practice teaching and Diploma in Social Work programmes could facilitate this process. The paper stresses the over-riding need to view students as actors in a broader social context, however, and highlights how information regarding learning styles needs to be utilised in this context.     

Making Changes to Assessment Methods in Social Work Education: Focusing on Process and Outcome

Moving towards delivering the new social work qualification led to many social work programmes considering the ‘fitness for purpose’ of assessment methods being used to assess the competence of social work students. This article highlights how changes in assessment methods were considered on one particular social work programme. The advantages and disadvantages of three particular assessment methods in relation to professional practice are debated here. Discussions emanating from these considerations and subsequent changes made to the programme are highlighted. The specific focus is on the experience of one particular social work programme which is used as a case study to illustrate issues of general relevance in social work education. It is intended that the reflections presented in this article will contribute to this broader arena of learning and teaching for professional practice taking place and continuing beyond the introduction of the new qualification.