DEP: 6.7 Placement and Casework Assessment Descriptions

Placement Learning and the Practical Work File

The practical work file is a product of the trainees’ placement learning. It aims to assess the BPS Competencies (in Year 3 this includes direct reference to the HCPC SOPS that guide trainee learning and professional development – see Placement Handbook for mapping document or for an excel version please look on Blackboard under General Information). The work files form a report of activity relevant to the acquisition of practitioner competencies. Across each year, trainees may use examples from placement and their academic work to provide evidence of competency attainment (eg. peer feedback, tutor feedback, reports of casework, project work etc.). Trainees should identify and reference sources of evidence and provide a reflective comment. The table below details the specific work file requirements – please note details in blue relate to specific year groups only.

The practical work file contains:

Assessment Assessment Description

A short, written account (suggested 2000-2500 words) of the placement experience. Please use the prompts in the right-hand column to guide your writing.

 

 

 

 

Year 3 only

Please include a critical appraisal of your Year 2 and Year 3 placements.

 

 

 

 

 

 

  • A brief overview of the placement: context, size of service, model of service delivery etc.
  • Casework – the overview of casework is covered by the casework table. However you may want to focus on a case or activity of which you are particularly proud; consider how it shaped your practice.
  • Give consideration to any work beyond the individual CYP. This might include group work with CYP or adults; training; audits; project work. In essence, it includes any work aimed at lasting change in the environments in which CYP live and learn. In Year 1 this could be discussion with your field tutor regarding the ways in which s/he is currently working or would like to work with schools beyond the level of the individual child.
  • What area of your practice has seen the most development? Can you evidence this?
  • What aspect(s) of your university based training has/have stood out as something you have been able to apply successfully in practice?
  • Reflect on the support and supervision you have received and how you have used this.
  • Identify future areas for your development over the next year (Year 3 see point (2) below). (a) Useful areas to consider might include the similarities/differences in working model adopted by the placement authority. For example, in what ways does the working practice specifically represent the needs of the community that it serves and the lead given by local politicians? Does the funding model of the service lead to any particular opportunities or challenges? To what degree is the service integrated within the wider local authority, and what are the implications of this? How does the service interpret the phase “evidence-informed practice”? How do existing structures or systems with the LA placement act as either facilitators or barriers to effective and ethical psychological practice in schools or with CYP themselves? (b) Are there any areas of particular interest that are emerging for you? How might you progress these? (c) How will you continue to progress your learning as a qualified practitioner? This will also be discussed in your final appraisal.

Casework Table

Year 2 only – Low Incidence and Experience Record with reflective commentary

Completed psychometric questions

Casework overview: a brief anonymised summary of casework with which there has been involvement (see Placement Handbook Appendix 11 for Casework table). Details should include gender, ethnicity and severity of need

Log of BPS Competencies

Year 3 only 

 

An overview of your experience of low incidence casework and provisions. Examples of this can be found in Appendix 1 of The Placement Handbook

This should include evidence for each competency, a reflective comment, and where appropriate a Field Tutor or Supervisor comment.

Include your Year 1, Year 2 and Year 3 logs in order for their acquisition of competencies across the three years to be evidenced. Please could you add the following signed and dated statement to the front page of your BPS Log of Competencies: I can confirm that I have met all the HCPC SOPS during the course of my 3 year training and that I have provided evidence of this

 

Supporting evidence

This should include evidence for each competency, a reflective comment, and Field Tutor or Supervisor comments. Ensure that you provide a rationale for including any additional work in your work file. We would expect to see feedback from service users eg. young people, parents and teachers

Please include any additional material related to placement activity or university input which provides evidence of your developing competencies e.g. using ERS (Evidence Recording sheets) or IEF (individual evaluation forms – see Placement Handbook for both these).

Accountability

We ask you to provide evidence of the required number of days on placement in the form of an overview (see Placement Handbook Appendix) as well as either weekly logs (Year 1) or daily logs (Years 2 and 3). There is also additional accountability data we require which is listed in the Accountability section of the relevant Year group mark sheet (please see Appendices 4.5)

Year 1 are also required to provide an “intervention monitoring” report in line with one of the learning outcomes of PSYC 6070 to “set up and monitor a targeted teaching programme, eg. precision teaching[1]”. The trainee should not deliver the programme directly as the intention is for them to have experience of issues of intervention fidelity, resource provision, record keeping etc. in schools. Instead the trainee should be involved in supporting the implementation of the intervention, perhaps by helping train those that deliver it, or by helping design the objectives, and how they will be taught. Note that It is not acceptable for this simply to be an account of training delivery. Instead, it should be an account of monitoring the implementation, fidelity and efficacy of an intervention. It is acceptable for trainees to work together on supporting the intervention, but reports should be written individually. Trainees should include their report in their practical work file. The report need not be extensive (approximately 500 words) but should cover:

  • A brief summary of the design of the intervention programme to be monitored (what it is, and why the pupil(s) were identified as likely to benefit from this particular programme)
  • The teaching objectives of the programme (ie. the objectives on which each pupil was working)
  • Information on how the objectives were:
    • Identified
    • Taught and
    • Monitored
  • Timetable and summary of the nature of TEP involvement
  • Any issues with regard to intervention fidelity, frequency, record keeping etc. and how these were resolved
  • Summary of lessons learned as a result of this intervention

Year 2 need to include a write-up of the ‘diversity placement’ – the 9 days in May spent working with a vulnerable population. Through this write-up trainees will need to:

  • demonstrate knowledge and understanding of their selected area
  • show an awareness and understanding of the demographic characteristics of this particular group
  • demonstrate an understanding of the impact of difference, diversity and disability on life opportunities, and the implications for promoting equal opportunities and ethical applied educational psychology practice.

It is against these criteria that the write-up will be assessed. It is likely that the write-up will follow the following general format.

  • A general introduction with details of the placement and rationale for work in this  
  • Discussion of the impact of difference, diversity and disability on life opportunities, and the implications for promoting equal opportunities and ethical applied educational psychology practice
  • Reflection on what has been learnt, a conclusion, and any necessary appendices.

During the diversity placement, trainees should also aim to become involved in a small project which is useful to the placement organisation and facilitates immersion within the service.

Copies of the Diversity Placement Report should be sent to the service with which the trainee was placed and the host educational psychology service.  A third copy should be added to the trainee’s practical work file.

Year 3 will need to include the three reports on which the casework viva is based.

The assessment criteria for all Practical work files are:

  • A table of contents
  • Statements that confirm that:
    • All the relevant consent for any work with children and young people has been obtained in line with university expectations (in section 1.6.2 of the placement handbook) and the procedures of the placement authority.
    • Names of children, young people and schools and any other information that could identify a particular child or young person havve been changed throughout the document
  • An account of the placement with all the required elements.
  • A clear rationale for each piece of evidence and a link to the competencies being addressed (in Year 3 this should include detailed reflection on the SOPs).
  • Fully anonymised. All information in the work file must be written in a manner that does not compromise data protection and confidentiality. All references to people or organisations including your host placement must be anonymised (either to refer to “Pupil X” or to a replaced name), and the work file should make clear that names have been replaced. The best way to do this is through a statement at the front of the file that makes clear “Names of children, young people and schools and any other information that could identify a particular child or young person have been changed throughout this document”. Supervisor and field tutor names are permissible but you should ensure you also anonymise your placement partner. You should be aware than under the Data Protection Act, anyone you name has a right to see anything you write about them. Please note failure of anonymity at point of submission needs to be corrected prior to any marking and the TEP will bear the consequence of potential late feedback.
  • All accountability records: eg. supervision records, evidence of supervisor observation, weekly/daily log of evidence, interim reviews, and summative reports as appropriate.
  • Feedback from service users: teachers, parents, young people
  • Evidence of consistency between the account of the placement; reflections and the other presented evidence.
  • Clear presentation and indexing of all documentation, hole-punched, or placed individually in plastic wallets.

Practical work files are not returned to trainees so it is important that you do not include masters of documents eg. certificates, you may subsequently require.

  • I agree that this assignment, but not its associated feedback, can be made available to fellow trainees and the programme team (tick box)

In order to help you complete your work file we have listed below some FAQs and answers.

Electronic submissions of work files

We strongly encourage all trainees to submit electronic versions of work files, rather than hard copies. Electronic submission saves printing, paper and physical storage space.

Electronic submissions should be made on a USB stick and handed in to the programme administrator. Please ensure that all related documents are saved on the USB sticks using relative hyperlinks. This means that the hyperlinks will still work when you move the USB stick from one computer to another. This is likely to be the default setting in your system and you can read more about relative hyperlinks here. Please check that the hyperlinks work before submission, by trying the USB stick on a second computer.

Electronic submissions should take the same format as paper submissions, with the following conditions applying:

  1. Please include a table of contents page, which has hyperlinks to the main sections of your work file, to allow the marker to navigate easily to the relevant supporting documents
  2. Please use hyperlinks to allow the marker to navigate from your “evidence” column in the log of competencies to the relevant supporting document.
  3. Please annotate with an “e-comment” (use the Review tab and then the “New Comment” button) to show the relevant section in each document that illustrates the competency being evidenced, as shown below.
5.4 Draw on assessment information to develop an integrated formulation which draws on psychological theory and research

12.1

14.54

Weekly log week beginning 8 April

Service report for XXXX

work-file-insert

In order to help you complete your work file we have listed below some FAQs and answers.

Work file FAQs

Q1: Do I need to have to include page names in my work file? How should it be organised?

A1: The marking criterion requires clear presentation and indexing and there is no requirement that each page should have its own number. You have freedom of choice to help you find a structure that will help you meet the marking criterion, but one way to do this would be as follows:

The work file could start with a contents page and an acknowledgement that names have been changed to protect anonymity. Sections could be arranged as follows and separated by tabbed card sheets:

  1. Competencies log
  2. Account of placement
  3. Casework table
  4. Placement days calendar,
  5. Weekly logs, supervision logs
  6. Evidence performance review
  7. Evidence recording sheets
  8. Other types of feedback (e.g. from service users)
  9. Academic and research feedback sheets
  10. ROCs if used as supporting evidence
  11. Essays if used as supporting evidence
  12. Research submissions if used as supporting evidence
  13. Service reports if used as supporting evidence
  14. Other supporting evidence (possibly presented as separate sections according to the range and nature of the evidence used)

The ‘Evidence’ column of the competencies log should show the section in which the supporting evidence for a particular competency will be found. Given that a section may contain more than one piece of evidence, it has been helpful in the past where some work files have been organised with sticky tabs on each piece of supporting evidence that show the related competency eg. a ROC might be cross-tabbed to show it refers to 1.10, 2.1 etc.)

Q2: How much evidence do I need?

A2: The simple answer is that the key is quality of evidence, not quantity, so for all years one piece of evidence for each competency is sufficient; the key is the reflection you make on the extent to which you feel this competency is one that is achieved, needs developing, or is one that you are at the very early stages of acquiring (Haring’s Learning Hierarchy can help here). By the time you reach Year 3, the three work files should be testimony to proving evidence of, and reflecting on, all the competencies as listed with at least three pieces of evidence (a different example and reflection each year).

There will be some competencies (according to your individual experiences this year, these might include 7.6, 7.8, 8.1, 9.7, 9.9) that you cannot reasonably be expected to achieve in year 1. For these, simply record this in your reflection column and make a note to look out for this in future years.

 Q3: I am not required to include my appraisal document but can I still include if I want to refer to it as supporting evidence.

A3: Yes, it is your decision and you may include a relevant section as appropriate.

Q4: Do I need to include the whole document if I am using it as supporting evidence? For example, if I am referring just to one part of an essay, do I include it all?

A2: No, an extract is fine but ensure that the part of the essay/ROC/SSRP etc. you are including is highlighted to show which competency it illustrates and that it is clear from where the extract comes.

Q5: If I have been asked to make amendments to a document, should I include the original document or an amended one?

This depends on what you are trying to illustrate. If it is your response to feedback, clearly the amended one. If it is your demonstration of a particular competency that you were able to show in your amended document, but not in the original document, then again the amended one. But if you are simply now aware of some grammatical infelicity or punctuation error, then don’t worry about correcting it – you are not being marked on the content of previously submitted work.

Q6: How should I refer to attendance at a timetabled sessions, eg. re. ethics, or diversity?

A4: Simple attendance at a taught session is a weak way to evidence a competency. Instead, you should focus on how you can demonstrate having put the content covered in that session into practice, e.g. through reference in your ROC, through field tutor/placement supervisor feedback, or through planning/record sheets from your casework.

Q7: If I want to use assignment feedback as evidence of a competency (eg. if the marker has commented on my ability to think critically and evaluatively, then do I need to include a hard copy of the assignment, or is the feedback enough?

A5: If it is as specific as using that feedback to evidence a particular competency, then just the feedback sheet will do. However, in practice, you may often need to include the original assignment, as you may be using that to provide evidence about other competencies as well.

Q8: What counts as involvement for the casework table?

A6: The casework table exists to help you and us reflect on the range of work that you’ve been involved with, and therefore to identify areas of need that you may want to look out for specifically in the following year. One off observations are highly unlikely to count as involvement from the casework table point of view, but if you have been involved with a child in your own work, with a casework partner or in supporting/observing the field tutor/placement supervisor on a number of occasions it would.  

Q9: How do I maintain my own privacy and ensure confidentiality for others in my work file?

A9: Your work file cannot be an entirely confidential document: it will be marked (and potentially moderated) by a member of course staff; it will also be available for scrutiny by the external examiner.

What you include in your work file is (broadly) up to you, as long as it enables you to meet the competencies required, and as long as it matches the assessment criteria. For example, you are not required to include your appraisal documents, nor any specific feedback from assessed work. (While you will note from the answer to Q1 above that we have recommended a structure, and that one “section” is titled “Academic and research feedback sheets”, you are not obliged to include anything in this section if you can demonstrate competencies without including these documents). If you choose to include this sort of document as evidence of meeting a particular competency, you are at liberty to “redact” the rest of the document, or to cut and paste only the relevant parts, since course staff have access to the originals.

You should note that one of the requirements for the work file is that it should be “fully anonymised” (see assessment criteria above). However, you can include your own and your field tutor’s name (these are likely to appear as signature on several documents). You may also refer to a taught session from a specific person (e.g., naming a specific outside speaker, since their input and materials will be a matter of public record).