Performance evaluations aren’t just administrative chores—they’re ethical responsibilities. Whether you're overseeing a student intern, supervising a peer, or managing a team, your approach to feedback and assessment must reflect fairness, transparency, and respect for the people you’re evaluating.
Section 3.03 of the NASW Code of Ethics reminds social workers that evaluation carries power. And like all uses of power in social work, it must be exercised with care and a deep commitment to ethical principles.
3.03 Performance Evaluation
Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria.
Social workers are frequently called on to assess others—students, supervisees, or peers in interdisciplinary settings. This section insists that those assessments be:
Fair: Free of bias, favoritism, or discrimination
Considerate: Mindful of the other person’s growth, context, and dignity
Transparent: Grounded in clear, upfront criteria—not shifting expectations
Ethical performance evaluation isn’t just about pointing out mistakes. It’s about fostering accountability and growth, while staying aligned with social work values like respect, self-determination, and social justice.
Set expectations early: The criteria for evaluation must be clearly defined at the beginning of the supervisory or instructional relationship. These should be revisited regularly and agreed upon.
Use objective benchmarks: Rely on observable behaviors, documented progress, and established learning goals—not subjective impressions or interpersonal conflicts.
Watch for bias: Your personal views about a supervisee’s style, personality, or background should never affect your professional assessment. Be especially cautious about unconscious bias related to race, gender, age, ability, or cultural background.
Give timely, constructive feedback: Don’t wait until a formal review to share performance concerns—or praise. Ethical supervision involves ongoing communication designed to support growth.
Consider power dynamics: Remember that evaluations can deeply affect someone’s confidence, future employment, or educational progress. Deliver assessments with empathy and clarity.
Document clearly: Fairness includes clarity. Keep records of performance indicators, conversations, and progress so you can support your evaluations if needed.
How this material might look on the licensing exam:
A social worker is tasked with evaluating the performance of a graduate-level social work intern at the end of their placement. The agency has no formal rubric or evaluation process. The intern has struggled with time management but has shown growth over the course of supervision. What is the most ethical approach to the evaluation?
A. Delay the evaluation until a formal rubric can be obtained
B. Develop and share clear evaluation criteria before writing the assessment
C. Focus on positive growth areas to avoid discouraging the intern
D. Write the evaluation based on general impressions of the intern’s work
This question tests your understanding of fairness, transparency, and ethical use of evaluation power. Even if a formal rubric doesn’t exist, the social worker has an ethical obligation to evaluate fairly and considerately—using clearly stated criteria. That means proactively developing a consistent set of standards and sharing them with the intern. Why not A? Delays needed feedback and doesn't address the core ethical obligation. Why not C? Withholds important constructive input and may lead to harm later. Why not D? Is subjective and fails the standard of fairness or clarity. The best of the offered answers is B.
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