Types of University Assessments - Africa Social Work and Development Network (ASWDNet)

WHY ARE ASSESSMENTS GIVEN TO STUDENTS?

To demonstrate student learning
To demonstrate achievement of set learning outcomes
To assess if students are using decolonial textbook and other literature in their learning of social work
To assess skills
To assess the application of knowledge in real life context
To assess ability to evaluate evidence
Evaluate communication and reporting skills
Assess student’s ability to receive and use feedback

Assessments must reflect the social and developmental challenges, issues or problems of the communities or country.
Assessments must align with what students will do when they qualify.
Assessments offer an opportunity to solve real social and developmental challenges, issues and problems. They are not done for passing to get a certificate, diploma or degree.
There must be an opportunity for feedback.
Feedback must be timely.
There must be an opportunity to discuss feedback.
Must be suitable for the level and time.
Expectations must be made clear e.g. through a written assessment rubric or discussion before assessment is done.
Assessments should have due dates for submission and return of feedback
Assessment can be under exam and non-exam conditions.
The work must be done by the student.

Classroom-based assessments – happen in the classroom or exam room.
Community-based assessments – happen in the community including at home or school.
Agency-based assessments – happen at an organisation providing social work and development services. They are different from placement-based assessments.
Field-based assessments – happen in the field, outside homes and offices. For example, at an irrigation site, dam construction site, cultural event, cultural site etc.
Laboratory-based assessments – happen in a lab, e.g. a simulation lab, a simulation work room etc.
Placement-based assessments – happen during student placement under the supervision of a qualified social worker or development practitioner.

Creating a bibliography
Creating a case study
Writing an essay – the most popular assessment but it doesn’t offer students many skills
Filling a workbook
Creating a portfolio
Creating a plan of action
Completing a multiple choice quiz (a few questions or many questions) – another popular assessment but it doesn’t offer students many skills
Completing a test with short answers (sentences or paragraphs) – doesn’t offer much
Watch a video then write deep thoughts or reflections about lessons learnt
Create a poster, brochure, flier, travel guide and cultural guide
Write a policy, policy paper or brief
Write or review a decolonisation document
Create a timeline
Create a budget
Write a letter, briefing note, notice or memoranda
Write a social assessment report or any other report
Translate content to local language
Creating a diary of events, views, observations or reflections
Note-taking
Write a biography
Write a poem or song

Writing a proposal or protocol for research or project
Doing a research project and writing a short report
Writing an ethics application
Research and write a thesis or dissertation (long report)
Publish a journal article
Reviewing orature and literature and writing a report
Filling a workbook
Evaluating orature or literature
Analyse a policy gap
Do an experiment and report or show results
Research orature (proverbs, maxims, idioms etc) and applicable to social work and development

Dramatise child care practices in Africa with your classmates as community members
Address a community meeting with your classmates as community members
Dramatise a family meeting with classmates as family members
Dramatise a court session
Poster presentation
Simulation of a case conference in a hospital
Teamwork (process)
Demonstrate how to enter the Chief or King’s compound
Simulate a home with dolls and utencils

Visiting an agency for observation and guidance.
Short-time shadowing of a social or development worker (one hour to one week). This involves observing the social worker while they work
Volunteering at an agency for short (one hour to one month), medium (two month to five months) or long term (six months to one year). Usually there is less or no supervison.
Supervised placement (attachment) for short, medium or long term.