Formative Assessment - Literature review Example

The following essay aims to evaluate a particular research done using a particular framework with a focus on the factor of identity. Currently, the most comprehensive framework used for evaluation is known as the Framework for the Assessment of Children in Need and their Families, which is also referred to as the Assessment Framework. Released in 2000 in guidance form under the UK Department of Health, the Assessment Framework takes into consideration three domains in analysing family situations.

These factors include the child’s development needs, the capacity of the parents to raise the child, and family and environmental factors (“Framework for the Assessment of Children in Need and their Families” 17). Under each of these three domains are multiple dimensions or factors which the social worker must consider in both assessing the family situation and in making decisions of any type regarding the child. Falling under the domain of the child’s development needs is the dimension of identity.

According to the Assessment Framework, it “concerns the child’s growing sense of self as a separate and valued person. Identity includes the child's view of self and abilities, self-image and self-esteem, and the possession of a positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this. The said concept also includes feelings of belonging and acceptance by family, peer group and wider society, including other cultural groups” (“Framework” 19).

Knowing how the child views him or herself, especially in relation to others, is essential in achieving the end goal of the child’s holistic well-being. How human beings view themselves has long been a topic of discussion for many of the social sciences and their practical counterparts in social work, as evidenced by the various theories on identity formation, development, and composition that have been put forward. These theories are very varied, from George Herbert Mead’s I and Me theory, to the object-relation theories of Winnicott (Thomas & Holland 2619).

It is no surprise then, that there are just as many researches regarding identity as there are theories about them. For the purpose of this essay, however, the discussion will focus on the 2009 research by Jane Thomas and Sally Holland regarding the representation of children’s identities in core assessments. The research, which was conducted in Wales, was undertaken via the analysis of twenty-six core assessments concerning thirty-two children and implemented by thirteen social service practitioners (Thomas and Holland 2621).

The core assessments were conducted under the guidelines of the Assessment Framework. The research focused on the portion of the assessment that dealt with identity and data collection consisted of reading of assessment reports, semi-structured interviews with the thirteen practitioners, semi-structured interviews with thirteen parents or carers and semi-structured interviews and research-related games and activities with ten children (Thomas and Holland 2622). The research yielded interesting results.

It was shown through the interviews that the practitioners themselves were aware of the flexible and changing nature of identity and had some difficulty with describing their own identity,