Assessment in Youth Work Placements. Explore and understand the perceptions of students and placement agencies regarding current assessment methods used in youth work placements.

This action research project explores the perceptions of students and placement agencies regarding the suitability and relevance of current assessment methods used in community youth work placements. In the context of professional youth work education, where academic learning is tested in complex, real-world environments, ensuring alignment between assessment strategies and workplace expectations is crucial. This study explores how well current approaches support students’ personal and professional development, and whether these methods are seen as fair, appropriate, and reflective of authentic practice in youth work and in learning and teaching with Higher Education. Using a qualitative action research methodology, this study engaged both placement supervisors and final year students through semi-structured interviews and focus groups. The findings reveal a strong consensus on the value of reflective assessment and practice-based learning; however, concerns were raised about the clarity, consistency, and practical relevance of some tasks. Supervisors questioned the developmental appropriateness of specific assessment components at different levels, suggesting the need for more graduated expectations and a clearer alignment with challenges of youth work practice such as partnership working, safeguarding, resource management, and project evaluation.

Students shared many of these thoughts, emphasising the importance of placements that are challenging, supportive, and well-integrated with academic content. They advocated for assessment strategies that are more authentic and better tailored to different learning levels, including the use of observed practice, risk assessments, portfolios of evidence, and opportunities to demonstrate impact and growth across their professional formation. The role of supervision, placement structure, and timing also emerged as factors affecting assessment fairness and student progression. The research identifies opportunities for redesigning assessment frameworks to enhance authenticity, inclusivity, and collaboration between university staff and placement partners. Recommendations include greater flexibility in assessment timelines, differentiated expectations across academic levels, increased supervisor input in assessment processes, and a broader recognition of non-written forms of evidence, particularly to support students with diverse learning needs. This study contributes to wider conversations in Higher Education about improving work-based learning by offering a model of collaborative, critically engaged assessment that prepares students not only for academic success, but for effective, ethical, and sustainable youth work practice. It highlights the potential for co-produced, context-sensitive assessment strategies to bridge the gap between the academia and youth work practice.