ABSTRACT

Using data from a large full-time social work program, we examine variation within and across three measures of MSW student competency: field instructor ratings, classroom instructor ratings, and student self-assessments through foundation and advanced years. The use of multiple student-level measures with identical wording and parallel response categories allowed analysis at the level of practice behaviors; by rolling up, or combining, these measures, we compared data at the level of competencies. Data reflected increased student competency over time and revealed similarities and notable differences between field and classroom instructor measures and in comparison to student self-assessments. Given the emphasis on competency-based education in social work, it is important to investigate competency assessment and the validity of measures used.

摘要

使用来自大型全日制社会工作计划的数据，我们检查了 MSW 学生能力的三个衡量标准内部和之间的变化：现场教师评级、课堂教师评级以及基础和高年级学生的自我评估。使用具有相同措辞和平行反应类别的多个学生级别的措施允许在实践行为级别进行分析；通过汇总或组合这些措施，我们比较了能力级别的数据。数据反映了随着时间的推移学生能力的提高，并揭示了现场和课堂教师测量之间以及与学生自我评估相比的相似性和显着差异。鉴于社会工作中强调以能力为基础的教育，研究能力评估和所用措施的有效性非常重要。