How the assessment of competence in DipSW is changing the culture of practice teaching

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Abstract
CCETSW's current review of DipSW has rooted the Diploma more firmly within the framework of National Vocational Qualifications. This Review has also updated the core knowledge, values and skills required to be demonstrated by a qualifying social worker. Because of CCETSW's concern nationally regarding outcome standards of competence, the Review has also identified and clarified relevant practice requirements to show how units of competence can be evidenced. This Paper considers some essential components of the practice teacher's role in DipSW. The effect of competency based systems of assessment on what practice teachers do has emphasised their role in collecting and validating evidence of competence. Research findings, based on interviews with DipSW practice teachers in Somerset Social Services Department, suggests that such systems for assessing competence are changing the working culture of practice teaching. There is confirmation that the revision of the competency framework of Paper 30 is necessary. Practice teachers offer variable interpretations of the concept of competence, and are confused about the standards associated with it. Two models of methods of assessing students' competence in practice are identified. Practice teachers' views of the advantages and disadvantages of competency based assessment systems are discussed, and the pressures placed on practice teachers and students identified. A paradox is suggested: in spite of the benefits and difficulties of working with competency based assessment processes, increasing familiarity with the competences and how to provide evidence for them is beginning to root the culture. There are doubts that competency based frameworks developed through functional analysis will adequately assess the complexities of social work practice. REvised frameworks of competence, although necessary, will delay the resurfacing of practice teachers' shared understandings of students' competence, and will ensure that the emphasis in practice teaching will continue to be weighed towards the provision of evidence and its validation, rather than towards the enabling and teaching skills which promote students' learning.

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