1. EE and Assessment in Practice Learning Event. London 1 April 2011 Judy Kerr, University of Stirling

2.  In existence in the seventies, firmly established as part of CCETSW’s DipSW regulations  Pivotal role in the collaboration between HEIs and agencies in assessment of student practice and ‘readiness’ to qualify  Quality assurance through monitoring of: 1. Those assessing practice 2. The process of assessment 3. The learning opportunities provided to SW students Judy Kerr,University of Stirling

3.  Structural layer(HEIs) in the moderation of assessment decisions  Advisory role >Exam Board  Critical to HEI processes given subcontracted nature of ‘off campus’ teaching and assessment  Partnership representation between Universities and employers Judy Kerr,University of Stirling

4.  Principle of advisory or assessment panels continues in Degree programmes  Interpretation across programmes varies both in process and membership  HEI responsibility for QA –role/need for agency involvement?  Demands on practice colleagues- shifting priorities Judy Kerr,University of Stirling

5.  Strong support for principle and practice  Commended by staff and EEs for partner links and voice in assessment of practice  Maintains standards given changes in role of PTs  Robust approach to evidence  Needs commitment from agencies Judy Kerr,University of Stirling

6.  Valuing of practice  ‘Equality’ of membership  Strong team and feel part of it  Increased ‘academic’ confidence  Consistent decision making  ‘We work well together and have influenced standards of reports’ Judy Kerr,University of Stirling

7.  Principle is ‘sound’  ‘It’s not fair I was asked for more evidence and my friend wasn’t’  ‘I pinned my hopes on it overturning my PT’s recommendation- it didn’t.’  Feed back – ‘brief’, ‘helpful’, ‘useful for my next placement’ Judy Kerr,University of Stirling

8.  Attendance requirements- need for panels to be quorate  Fairness of assessment processes- student anonymity, conflicts of interest, consistency  All portfolios v sample?  Balance of evidence- student or PE? Judy Kerr,University of Stirling

9. PAPs remain fit for purpose and worth keeping but: 1. In the current climate are they sustainable? 2. Is the constitution the sole prerogative of HEIs? 3. Has the shifting ‘landscape’ of practice learning impacted on consistent and reliable assessment of student practice? Judy Kerr,University of Stirling