15 Assessment THREE Assessment “I should have liked to be asked to say what I knew. They always tried to ask what I did not know. When I would willingly have displayed my knowledge, they sought to expose my ignorance. This sort of treatment had only one result: I did not do well in examinations.” (Winston S. Churchill) Formal testing has moved much too far in the direction of assessing knowledge of questionable importance in ways that show little transportability. The understanding that schools ought to inculcate is virtually invisible on such instruments
Health is an increasingly important component in many ex-ante decision-making support impact assessment (IA) instruments ... This continues to be a developing agenda which brings new actors and new perspectives into established IA systems. Fischer and Cave (2018 , p 1) Health and its meaning ‘Health’ can be described and interpreted in different ways and mean different things to different individuals, communities and practitioners, dependent on their local context, knowledge, practice and beliefs ( Tamm, 1993 ; Larson, 1999 ). Health can be
strategies to help them desist from crime. While this may be relevant for both men and women who sexually offend, it is particularly useful for women due to their specificities, such as very low reoffending rates and different motivations for offending compared to men. However, current approaches tend to utilise deficit-based assessment models, which focus mainly on risk reduction. While this continues to be an important area to explore, identifying and understanding factors that help strengthen women’s capacity and opportunity to grow is equally if not more important to
6 Completing a Mental Health Act assessment Chapter aim This chapter will enable you to meet the following AMHP key competence themes: • Application of AMHP values • Application of knowledge relating to the legal and policy framework • Application of knowledge of mental disorder • Application of skills for working in partnership • Application of skills for making and communicating informed decisions Schedule 2 of the Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008 Key Competences 1(a)–(d), 2(1)(a)–(e) 3(a)–(d), 4(a
93 CHAPTER SIx assessment and the curriculum in a digital age introduction As I write this chapter, I am aware that there is a major unresolved tension in my thinking about assessment and education. On the one hand, I believe that school league tables have shown up what I called in Chapter One a manifestly severe injustice. An injustice exemplified by the fact that in England in 2011, almost twice as many young people from middle-class homes achieved five good GCSEs (including English and mathematics) than those students from families that were eligible
7 Risks and challenges in Mental Health Act assessments Chapter aim This chapter will enable you to meet the following AMHP key competence themes: • Working in partnership • Considering the feasibility of and contributing effectively to planning and implementing options for care such as alternatives to compulsory admission, discharge and aftercare • Assessing and managing risk • Effectively managing difficult situations of anxiety, risk and conflict • Using appropriate independence, authority and autonomy Schedule 2 of the Mental Health (Approved Mental Health
59 Journal of Poverty and Social Justice • vol 22 • no 1 • 59–70 • © Policy Press 2014 • #JPSJ Print ISSN 1759 8273 • Online ISSN 1759 8281 • http://dx.doi.org/10.1332/175982714X13915082967339 policy and practice Work Capability Assessment concerns Tom Griffiths,1 WCA Action Group, and Europia, UK tom.g@europia.org.uk Terry Patterson,2 Manchester, UK terry.patterson@manchester.gov.uk Debate continues apace over the appropriateness and efficacy of the Work Capability Assessment (WCA) which is used to decide entitlement to Employment and Support Allowance in
103 SEVEN Assessment and decision making Introduction Assessment has often been the central core of social work with adults (Richards, 2000) – although this has frequently been used explicitly for gatekeeping purposes. As we have previously noted, numerous policy documents often indicate that social workers should become more involved in advocacy and brokerage (HM Government, 2007; DH, 2008) and that, consequently, they would be required to perform fewer assessment tasks than has been the norm under community care. The assumption that staff will complete
91 Part 2 Assessments, challenges and dilemmas
Introduction The notion of research excellence, research awards and the research excellence framework (REF) are significant contributors to disempowering Black, Asian and minority ethnic staff from progressing in their research careers in academia ( Rees, 2020 ). The notion of research excellence is noted to ‘typically promote destructive hyper-competition, toxic power dynamics and poor leadership behaviour’ ( Obasi, 2020 ). The REF’s 2021 equality impact assessment highlighted that more needed to be done to include ethnic minority groups into the process
