Oldham Social Services – NVQ Assessment CentreUniversity of Salford – Centre for Social work Research

An evaluation of the synthesis of new knowledge into practice during a work

based NVQ 4 Care programme

Barbara Walmsley

University of Salford Salford Centre for Social work Research

Helen Mayall

Oldham Social Services

Staff Development

2

NVQ standards

Provide a framework for assessment

• Do not address teaching and learning• Cannot be relied upon as a means of

helping candidates learn• Do not recognise that candidates may be

at different levels in their understanding of knowledge

3

NVQ candidates?

Skilled and experienced workers Anxious adult learnersReturning to learnNot confident in knowledge handlingLimited time, support, access to knowledgeBalancing work/life demands

How to include in widening participation framework?

4

Progression

APEL NVQ 4 Care Degree in Social Work

Complex learning

U understanding S social practices E efficacy beliefs M metacognition

Peter.knight@open.ac.uk

5

NVQ 4 Care - 8 mandatory units and 6 option units

Unit CU7:2 Synthesise new knowledge into practice

Unit CU7:2 Portfolio• monitoring tool for candidate progress• teaching (planned teaching sessions and courses),

learning and assessment strategy • learning outcomes evaluated using core reflective

activities• data for evaluation study

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Reflection

Reflective accounts are a core assessmentactivity for NVQ’s

Learning logs and action learning sets togenerate evidence for reflective accounts and

the project

Cycles of reflection to demonstrate candidateprogress

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Bloom’s Taxonomy – cognitive domain

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Synthesis

Compiling information together in a differentway by combiningelements in a newpattern or proposingalternative solutions

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EvaluationTo what extent does learning transfer to the

work place? (Kirkpatrick (1959) Level 4)

• Use pre-training performance as a benchmark• Takes place after training

• Application of acquired knowledge/skill to practice

Base line study – 6 monthsMain study – 18 months

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Action research objectives

• Evidence gathering: written and oral, from reflective exercises• Assessment of evidence: using learning outcomes for CU7:2 and Bloom’s

taxonomy • Continuous development: planning, monitoring, reviewing and modifying of theprogramme’s reflective activities

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Baseline study

Baseline performance of each candidates’ skills with respect to knowledge and

reflection

Self evaluation essay Learning needs exercise

Action learning set Learning logs

Review questionnaire

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Main study

Candidates’ work sampled at intervals during the study:

• Learning logs• Taped transcripts from action learning sets• Reflective accounts (based on action learning

sets or self evaluations)

Activities at the end of the study:• Review interview with programme co-ordinator• An evaluation event for candidates, assessors

and verifiers

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Candidate Learning Logs

I enjoyed the observation task which has made me aware ofthe feelings a service user may feel when I am undertaking ahome visit or assessing a family.

Programme co-ordinator

The learning log from this candidate provides an example ofapplication of knowledge and analysis of practice. Feedbackwould suggest a further development to ask how thecandidate has modified their practice in relation to home visits and assessments in light of this awareness. This would then prompt the candidate to move from application tomodification and synthesis.

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Candidate

I have found that I no longer disclose personal information, however, I do discuss experiences which may be personal without the client knowing this, i.e. my child, I would say, ‘I worked with this child once who……,’ therefore using my experiences without being personal.

Programme co-ordinator

Following an exercise on role boundaries a candidaterecorded the above in the last section of their learning log,indicating a modification of practice. The last section of thelearning log asks candidates to reflect on, ‘How has learningaffected my practice?’ This question does seem to prompta higher order analysis, synthesis and sometimesevaluation.

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Action Learning Sets

Knowledge handlingIdentify underpinning knowledge

Oral communication skillsRehearsal

Questioning skillsHandling constructive feedback

Professional discussionFocus on critical incident

Review performanceSocial Learning

15

The candidate was engaged in complex work and their approach in the learning set was dominated by this complexity (story) rather than on a sustained examination of a critical incident. Tacit knowledge and ‘practice wisdom’ clearly underpinned the candidate’s practice. Underpinning knowledge became more explicit following prompts from colleagues and the learning set facilitator. Questions from set members tended to encourage more analysis rather than provoke the candidate to consider how her practice had been changed as the result of new knowledge.

The action learning set did illustrate the wealth of knowledge possessed by the candidate but considerable prompting was needed to bring this into conscious awareness.

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This was a structured presentation with a focus on an aspect of practice development. Questioning from set members encouraged the candidate to reflect on underpinning knowledge that was then brought into conscious awareness.

Questions asked in this learning set demonstrated how questioning could be used to extend the candidate’s knowledge and create building blocks for learning. Set members demonstrated that progress had been made in questioning skills.

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Critical questioning was useful,especially probing questions in action

learning sets…

Candidates’ view - questioning

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Candidates’ view - reflection

I’m making more of an effort to closelyexamine and review everyday practice.

‘How can I improve that?’ How can Idevelop it?’

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Reflective accounts

Programme co-ordinator:

Bloom’s taxonomy continues to be a useful tool for mein analysing how well candidates are integrating newlearning into practice. It helps me to formulate myfeedback and to plan developmental activity to helpcandidates progress.

The textual analysis of these written accounts has been arevelation. Having a framework for analysis of written workcertainly pinpoints the different thinking skills evident in theaccounts. Written accounts encourage the use of higherlevel thinking skills. The process of carrying out the writtentask seems helpful in providing space for evaluation (select,prioritise, justify, conclude, judge).

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Candidates’ view - feedback

I’m more open to feedback…

Identifying something new in feedbackfrom service users that can change andadd to practice……

Not feeling ashamed of not knowing……

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Candidates’ view – reflective accounts

More thinking took place prior to writingaccounts, I no longer write down just

what I do…

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Candidates’ view – knowledge and practice

Before NVQpractice was informedby:

‘some knowledge learnt during training, formal learning, supervision’.

After NVQ practice was:

‘predominantly informed by knowledge gained on training courses, in supervision and other taught programmes’.

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Engaging with underpinning knowledge, wanting to know what’s behind what youknow….

Bringing all aspects of knowledge about mypractice together for example, helping toclarify what I am doing, the reason why I domy job, justifying my job, being moreconfident with my responsibilities……

Candidates’ view – knowledge and practice