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This report seeks to investigate a key intersection of academic and practical learning in social work training: the assessment of students on placement and the challenges for practice-based assessors in assessing a failing student. Department of Health (2002) requirements for social work education require that students spend at least 200 days in practice learning (in at least two settings); gain experience of undertaking 'statutory' social work tasks (involving legal interventions); and provide services to at least two different service user groups. These practice placements are assessed by practice educators, either placed within organisations, or by independent assessors. Whilst academy-based social work educators generally have recourse to such support mechanisms as collegial discussion, opportunities for moderation and codified assessment procedures when making assessment judgments, the experience of the practice assessor is potentially more isolated – and certainly less well documented. What are practice educators’ experiences and views of the ‘challenging’ or ‘failing’ student on social work placements? What strategies have proved productive in supporting a failing student and what outcomes have educators observed? The present study seeks to answer these questions and to capture and codify some key principles and practices accordingly. In line with recent discussions and concerns within the profession regarding assessment of social work students on placement (Basnett & Sheffield, 2010), the study proffers a sustained and specific focus on the experiences and perceptions of practice educators (PE) to determine their views of the ‘difficult student’, and their sense of the support they require from academic colleagues in order to reach judgments and to implement interventions.

JSWEC/SWAP award winner, 2011 for innovative technology use. Power-point presentation covering main points of good practice in E-learning which supported real time release of case based problem solving.

Delegates comment on the questions of diversity and widening access to social work education. From an Open University seminar held at the University of Paisley, Hamilton Campus, 30 September 2009.

Delegates comment on what we mean by a workforce that reflects the diversity of the population. From an Open University seminar held at the Univesrity of Paisley, Hamilton Campus, 30 September 2009.

This guide to teaching and learning has been written for lecturers and tutors working within social work education. The guidance and activities can be used at both qualifying and post qualifying levels and across a range of modules and practice learning opportunities. It is not intended to be a prescriptive guide, simply a way to support social work educators seeking to increase or consolidate their current teaching and learning in relation to alcohol and other drugs.