FIELDWORK ASSESSMENT GUIDLINE


The purpose of fieldwork assessment is to provide an objective feedback concerning students' performance in relation to the learning objectives. Assessment of fieldwork takes place through a process of open feedback by students and field supervisors through regular supervision, as well as mid-term and final evaluation sessions. The emphasis should be on how much the student had learned and how much he can improve. It is hoped that each student would have a programme specifically arranged to meet his training needs during the placement.

The tools for fieldwork assessment consist of the following:

(i) Student Fieldwork Evaluation Form to be filled by Field Supervisor and jointly signed by Field Supervisor and student (Please see Appendix D: Student Fieldwork Evaluation Form For First Placement & Appendix E: Student Fieldwork Evaluation Form For Second Placement).

(ii) Written assignment to be submitted to the Department of Social Work

(iii) Recordings that demonstrate students' practice process, such as photo clippings, sessional plans, selected recordings of students' journal entries, if kept by the students.

Student Fieldwork Evaluation Form

At the end of fieldwork placement, Fieldwork Supervisors are required to conduct a final evaluation session, using the Student Fieldwork Evaluation Form as a Guide. (Please see Appendix D: Student Fieldwork Evaluation Form For First Placement & Appendix E: Student Fieldwork Evaluation Form For Second Placement).

There is always a certain amount of flexibility in the kind of areas over which a student's placement is assessed. This may be the result of varying experiences and challenges provided by different agencies as well as the stage of the student's learning, i.e. First or Second Placement. However past experience has shown that Field Supervisors on the whole cover most of identified competency areas, as identified in Section 2.4 on the Competencies for First & Second Fieldwork Placements.

In addition to the three assessment tools, namely Student Fieldwork Evaluation Form, Written Assignment and Recordings as identified in Section 4.1, students are required to submit fieldwork portfolio, which consist of the following:

(i) Learning Contract

(ii) Mid-Placement Evaluation Form

(iii) Student Evaluation of Field Placement (Please see Appendix H: Student Evaluation of Field Placement)

(iv) Supervision Session Summary Recording (Please see Appendix I: Supervision Session Summary Recording)

Generally, fieldwork grades given by the Field Supervisor are considered unmoderated grades. There may be further adjustments before the grade is finalized by the Department Tutor through examining the written assignment. In the event of doubts, the recordings that demonstrate students' practice process which are submitted in the portfolio will be used as reference.

The Field Teacher should discuss with the Department Tutor the question of failing the student if he/ she consistently shows some or all of the following symptoms of inadequacy:

4.3.1 Incapacity to develop a working relationship with clients; is prejudiced, judgemental, rigid and punitive; difficulty in maintaining professional boundary in working with clients.

4.3.2 Lack of professionalism in practice, such as failure to consider the best interests of clients in field practice; negative work attitude.

4.3.3 Inability to see relevant application of theory to practice

4.3.4 Disinterested in improving skills.

4.3.5 Failure to accept responsibilities placed on him by the agency.

4.3.6 Lack of motivation to learn; unable to recognise failure to progress.

4.3.7 Inability to change and develop professionally.

4.3.8 Unwillingness to use supervisory help to overcome educational difficulties.

4.3.9 Failure to spend adequate time on field placement.

Field Supervisor must contact the student's Department Tutor as soon as such symptoms are manifested and no changes are observed in spite of the Field Supervisor's efforts to help. It is unwise to let the situation continue till the end of the placement when it is always too late to work on it constructively.

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