Assessment frameworks : a critical reflection

Crisp, Beth R., Anderson, Mark R., Orme, Joan and Green Lister, Pam 2007, Assessment frameworks : a critical reflection, British journal of social work, vol. 37, no. 6, pp. 1059-1077.

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Title Assessment frameworks : a critical reflection
Author(s) Crisp, Beth R.
Anderson, Mark R.
Orme, Joan
Green Lister, Pam
Journal name British journal of social work
Volume number 37
Issue number 6
Start page 1059
End page 1077
Publisher Oxford University Press
Place of publication Oxford, England
Publication date 2007
ISSN 0045-3102
1468-263X
Keyword(s) assessment frameworks
practice guidance
professional practice
social work assessment
Summary Increasing widespread requirements that assessment practice conforms to generic guidelines contained in assessment frameworks has been contentious and critiques offered on individual frameworks have been assumed to apply to the concept of assessment frameworks more generally. After comparing four assessment frameworks currently being used in the UK, this paper argues that although some generalizations can be made, for the most part, they are highly individual documents in terms of range and depth of content, the extent to which they are evidenced and the quality of that evidence and implicit expectations as to the skill bases of assessors. Furthermore, the introduction of assessment frameworks is not in itself a panacea to ensure good practice. Even with the most comprehensive frameworks, social workers will still need comprehensive training in assessment and supervision of their practice.
Notes BJSW Advance Access originally published online on June 19, 2006
Language eng
Field of Research 160799 Social Work not elsewhere classified
130213 Vocational Education and Training Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007592

Document type: Journal Article
Collections: School of Health and Social Development
Higher Education Research Group
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