Social Work Field Education Assessment Models
The following summaries have been provided by Field Education Coordinators from
Bachelor of Social Work programmes across Aotearoa New Zealand. The intention of this
document is to share knowledge across the social work programmes and reflect the variety
of approaches to assessment that are being used in 2014. It is not intended that this will
lead to a single approach but rather is intended to support academics in the development of
creative approaches to assessment that are appropriate within the culture and focus of
individual programmes.
University of Waikato - Simon Lowe
Placements take place in year three and four of the programme and students complete three
assignments for each of their placements. There is a slight difference between the papers in the
third and fourth years because the number and wording of the practice requirements vary. Students
are expected to provide three pieces of evidence for each of the 24 practice requirements in year
three and 26 practice requirements in year four.
Assignment 1 Reflective Journal: Throughout the duration of placement a reflective journal is kept to
demonstrate an understanding of practice and integration of theory into practice. The journal must
include at least two entries per week on placement reflections. The reflective journal will include at
least two paragraphs of a self-assessment written at the conclusion of the placement
experience. The journal is due one calendar week after the end of placement and counts as 30% of
the course.
Assignment 2 Essay or Report:One essay or report based on an example of social work practice (case
study) which demonstrates the student’s social work assessment and intervention strategies, their
knowledge, values, approaches, theories, ethical practice, skills and personal attributes utilised while
working with this client or client group. The essay or report is to be 4,000 words. It is due on the final
day of placement and counts as 35% of the course.
Assignment 3 Fieldwork Placement Report: The Fieldwork Placement Report is comprised of the
following assessment components:
1. Evidence of completed learning opportunities
2. Your fieldwork educator/supervisor’s mid and end placement report
3. Completed evidence of learning objectives
4. Evidence of direct observations
5. Evidence of the completion of placement hours.
The placement report is due on the day of the final placement review and counts for 35% of the
course.
University of Auckland – Cherie Appleton
Student’s ‘fit and proper’ progress is assessed by both the field educator and practicum learning
team through the following tasks.
1. Field supervisors to complete two comprehensive written assessments and a studentsupervisor mid practicum assessment of the contract.
Social Work Field Education Assessment Models
2. Students to complete three assignments about “use of self” for the first 12 week placement
and three “critical reflections” for the second 13 week placement.
3. At the end of each first placement, students give a presentation to the tutors and class to
demonstrate what they have learned from the placement and their understanding about
social work practice in the agency context, their emerging personal and professional
philosophy and practice framework, an analysis of organisational culture as well as the areas
they and their fieldwork supervisor have identified for their own future learning.
University of Canterbury – Jane Maidment
Both placements occur at the fourth year of the programme.
Assessment includes:
1. One formal signed off observation.
2. Completion of a workbook by the student. Workbook includes daily diary of activities and
reflection on learning; note of things to raise in supervision; total hours completed for the
day. Supervision record which includes space for issues discussed, steps to take, theory &
skills, ethical issues, concerns raised.
3. Completion of case study that relates to the SWRB competencies.
4. Completion of reflection on competencies.
An Integration course runs as a co-requisite with the field education course. This course involves
completing a portfolio during placement that includes four pieces of work.
1. Discuss a trend identified on placement and use secondary research data to illustrate your
trend (1000 words).
2. Note service user opportunities for input into service development, agency policy and
evaluation in your agency. Identify and discuss an academic article that includes service user
views in the field of practice your placement is in (1000 words).
3. Complete a theory audit of theories used by practitioners on placement illustrating how
these relate to practice (1000 words).
4. Complete a summary of your own learning from these four activities using critical selfreflection (1000 words).
University of Otago – Liz McCafferty
Placements occur in the third and fourth year of the programme.
The assessment for placement one consists of an interview with the Fieldwork Educator, using a
learning contract created by the Fieldwork Educator and student to outline tasks and assessment
evidence. Assessment evidence includes a reflective journal and a write up of a piece of social work
called a ‘process record’. Students and Fieldwork Educators are visited half way through placement
to ascertain progress towards the learning goals specified in the contract. The final assessment is
conducted through a triadic meeting between the Fieldwork Co-ordinator, Fieldwork Educator and
student. If the student is receiving external supervision, feedback is obtained for this end of
placement meeting. The meeting is an oral examination of whether the student has met the
learning objectives. Placement grades are either pass or fail. If the student passes placement one,
along with their academic papers, they can then enrol in placement two.
Social Work Field Education Assessment Models
The assessment process for placement two is similar. Students fill out a learning contract with their
fieldwork educator. The objectives are different and require understanding of micro, meso and
macro theory. The student writes up a piece of their social work into a practice study. This practice
study is based directly on the SWRB competency framework and requires students to name the
competencies they are demonstrating in practice. The final assessment is an end of placement
triadic meeting where the student obtains a pass or fail.
Bethlehem Tertiary Institute – Gail Bosmann-Watene
Placement occurs within year three (30 days placement) and year four (90 days placement). The
assessment for year four is still being finalised (rolling out in 2015) and so details for year three only
have been provided.
For the fieldwork placement component of the year 3 course, students are required to complete
five pieces of assessment. Each assessment forms a part of the “Fieldwork Placement Portfolio” and
all pieces must be completed at a satisfactory level or higher. The assessment areas reflect ten
practice standards. In year four the practice standards will be replaced with the Social Workers
Registration Board Competency Standards (SWRB).
The portfolio consists of:
1. Learning plan: students devise one learning goal per practice standard that must be
completed during placement.
2. Supervision contract: students negotiate a contract with their fieldwork educator/supervisor
based on the SWRB requirements.
3. Reflective journal: students keep a journal reflecting on the 10 practice standards during
placement. They use this journal to write an essay for the course. The journal is not handed
in to be reviewed by tutors as an assessment. The level of reflection is evidenced through
the essay assignment.
4. Mid way review and report: BTI staff visit students during the placement and a report is
compiled based on the learning plan (goals set at the beginning of placement) and the 10
practice standards.
5. Final review and report: completed by the student and the fieldwork educator. Provides a
complete overview of the student’s learnings, strengths, evidence of practice and areas for
development based on their learning goals and the 10 practice standards. The fieldwork
educator provides their assessment of the student’s level of competence using the following
scale in relation to each practice standard (Excellent/Very
Good/Good/Satisfactory/Unsatisfactory).
The final grade for placement is based on the achieved level of all portfolio tasks and is determined
by the BTI placement coordinator.
Christchurch Polytechnic Institute of Technology – Dominic Chilvers
The current BSW is a three year programme and students complete their major placements in year
two and three. A four year BSW will be commencing in 2016. Placements are located within the
Integrated Practice course and assessments are graded pass or fail.
During the second year placement students complete a workbook that includes a task for each week
of placement. Each task has two elements and students write a 450 word entry each week. The first
half of the workbook is focused on identifying elements of practice within the placement setting.
Social Work Field Education Assessment Models
The second half of the workbook requires students to discuss an example of how they effectively
used these same elements in practice. The elements explored in the workbook include:
1. The role and purpose of social work
2. Communication skills
3. Bicultural practice
4. Reflective skills
5. Legal framework
6. Policy framework
7. Assessment process including risk
8. Theoretical models
Each section of the workbook must be verified by the Field Educator as a valid reflection of the
student’s consistent practice on placement.
The second assessment related to the Integrated Practice course and placement is completed at the
end of year. Students write a 2500 word self-assessment of their developing competence in the
social work role and associated tasks. They must address any issues related to their practice and any
feedback received and explain how they are addressing these and demonstrating congruence with
the values and ethics of the profession of social work. Their self-assessment must be authenticated
by their tutor as a reflection of their consistent behaviour in the programme.
During the third year placement students engage in five professional conversations with colleagues
and clients to obtain structured feedback about their competence to practice social work. Students
must summarise the feedback they receive in these conversations and have these authenticated by
the Field Educator. At the end of the placement students write a 3500 word self-assessment that
addresses and is congruent with the following:
 The feedback they received about their competence to practice social work.
 Their self-assessment of their competence to practice social work.
 Their strengths as a social worker and areas for on-going development.
 Their plan to build on their strengths and address the areas for development.
At the end of placement students must also present their practice framework to a group of
colleagues in the field education placement agency and academic staff from the programme. The
presentation must include:
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A discussion of their professional growth and development during the BSW and a discussion
of how this development informs their future practice.
The articulation of their practice framework, including the knowledge, values and skills that
they particularly emphasise in practice, using the model provided.
A discussion of how research, social activism and social change inform their practice.
A discussion of their professional development goals and strategies to achieve these.
Massey University- Kath Hay
In the BSW placements occur in the 3rd and 4th year of the programme. Students in the MASW
programme complete 2 placements after completing pre-requisite requirements. The placements
are assessed as Pass/Fail
First placement assessment:
 Learning contract (includes a supervision contract) – completed by student and field
educator
Social Work Field Education Assessment Models
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Skills test (at pre-placement contact course- students can’t proceed to placement if they fail
this- they have one opportunity for a resit)
Progress form
Structured observation – completed by student and field educator
Log of hours – completed by student and field educator
Assessment document- completed by student and field educator
Reflection worksheet (3000-3500 words)
Second placement assessment:
 Learning contract (includes a supervision contract) – completed by student and field
educator
 Progress form
 Structured observation – completed by student and field educator
 Log of hours – completed by student and field educator
 Assessment document- completed by student and field educator
 Case study worksheet (3500-4000 words). This is formatted like the SWRB case study but
students respond to our learning outcomes which reflect the SWRB competencies.
 Presentation of integrated practice framework at final contact course.
Eastern Institute of Technology
Placements occur in the second and third year of the three year degree. The first placement is 50
days, the second is 70 days. The placement is 4 days per week and is integrated with a professional
practice component that is taught as a blended delivery course (face-to-face and online).
Fieldwork placement requirements:
1. Learning and supervision contract.
2. Two site visits (midway and at end of placement).
3. Interim report and final report from fieldwork supervisor. The final report indicates whether
or not the placement was satisfactory.
4. Two formal signed-off observations of social work practice for the second placement.
Assessment tasks:
Second year:
1. Development, evidence of achievement and reflection on a range of learning goals. The
goals are in three sections: skills, knowledge and development of professional identity.
2. Ten minute presentation on the organisational structure of the placement agency- this
includes looking at the mission statement, goals, client needs etc.
3. Two brief guided reflections on other presentations.
4. Portfolio. 4000 words. Reflective analysis of placement opportunities and experiences. Areas
covered are: developing a professional role, networks and networking, the role of te Tiriti o
Waitangi, roles and relationships, working appropriately within the agency, social work
process, integrating theories, models and practice, and abuse and self-endangerment.
Third Year:
Social Work Field Education Assessment Models
1. Development, evidence of achievement and reflection on a range of learning goals. The
goals are in three sections: skills, knowledge and development of professional identity.
2. Written reflection on weekly supervision experience within the placement.
3. Written reflection on practice. 1500 words. This is an exploration, reflection and critique on
a piece of work undertaken by the student with a client.
4. Written Case analysis. 3500 words. This is a reflective and analytical case study of work the
student has undertaken with a client.
5. Presentation of social work practice framework.
Whitireia Community Polytechnic – Jean Mitaera
Our placements occur in years 2 and 3 of our programme. The placements are assessed as Pass/Fail.
Prior to going on placement students must pass all academic papers (includes the practice skills
paper that precedes placement). The assessment of readiness to go on placement is made by the
Social Work Leader and Practice Skills tutor.
Placement assessments:
 2 x written assignments (co-assessed by the field educator & field work co-ordinator)
 Yr 1: Week 4 (organisation structure/field of practice/student role)
 Yr 1: Week 10 (case study/empowerment)
 Yr 2: Week 4 (organisation structure/field of practice/government policy direction)
 Yr 2: Week 10 (practice or project report)
 Supervision contract completed by student and field educator
 Learning contract completed by student and field educator
 Mid-placement review completed with the field educator
 Placement evaluation completed by the field educator
 Log of hours completed by student and field educator
 Fortnightly online reflective journal completed by student
 There is also a mid placement practice tutorial held on campus
Open Polytechnic- Michelle Morum
Open Polytechnic Practicum I is 40 credits, the second practicum is 80 credits
Practicum I - students are assessed via:
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A workshop-based assessment of their communication skills prior placement
A direct observation of their practice completed by their Practice Educator
A 6000-word reflective account of how they believe they have met the learning outcomes
using a portfolio of evidence to support their assessment. Their portfolio of evidence must
be sighted and signed off by the Practice Educator who must also recommend either a pass
or fail grade
Submission of the ongoing professional development portfolio
(They must also complete the 60 days and attendance at the workshop is mandatory as well)
(in development in 2015) Practicum II – students are assessed via
Social Work Field Education Assessment Models
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A workshop based assessment of the assessment skills prior to placement
Two direct observations completed by their Practice Educator
A reflective account of how they believe they have met the learning outcomes using a
portfolio of evidence to support their assessment. Their portfolio of evidence must be
sighted and signed off by the Practice Educator who must also recommend either a pass or
fail grade
A real-time assessment (online exam) of their risk assessment skills
Submission of their ongoing professional development portfolio
(They must also complete the 60 days and attendance at the workshop is mandatory as well)
Unitec – Craig Tunnicliffe
Students will be assessed for their achievement of the five Learning Outcomes. This assessment
consists of two components:
1. For Learning Outcomes 1 and 3, written assignments to be submitted by the dates in the
Learning Outcome Assessment Schedule.
2. For Learning Outcomes 2, 4, and 5, structured interviews including the student, the Agency Field
Educator, the Fieldwork Supervisor (if this is a different person from the Field Educator and
he/she is available), and the Fieldwork Coordinator. These will take place at the final Practicum
visit, with the possibility of some assessment being completed at a mid Practicum review visit.
Students should be able to present some evidence of their achievement of the Learning
Outcomes.
Learning Outcome 1
Critically reflect on the application of social work theories, models and approaches to practice within
the context of your placement organisation.
Learning Outcome 2
Demonstrate the ability to engage with Maori and with peoples of other cultures in culturally
appropriate and collaborative ways.
Learning Outcome 3
Describe the systems of accountability that are in place within the placement organisation and
demonstrate the ability to work within these systems.
Learning Outcome 4
Critically reflect on how you have applied the ethics of social work in your practice while on
placement.
Learning Outcome 5
Demonstrate competent social work skills in engagement, assessment, intervention and evaluation
in the context of the placement organisation.