ABSTRACT

Mastering competence is a ‘cornerstone’ in the preparation of social work students for professional practice in the field. But who determines how competency is defined? And, ultimately, who gets to determine when a student achieves competence? These are important questions. This article relates the development and adoption of competency-based social work education to the reality programs face in documenting student achievement in an effort to satisfy competency-based accreditation standards set by the Council of Social Work Education for undergraduate and graduate social work programs in the United States but has relevance to similar processes in other countries, as well. A pragmatic road map for the development of competency benchmarks for the purpose of program assessment is offered here, using real-life examples from programs successful with accreditation and reaffirmation using standardized assessment instruments. Problems inherent in the development of these benchmarks, and with the current state of program assessment, are explored.

摘要

掌握能力是社会工作学生准备在该领域进行专业实践的“基石”。但谁来决定如何定义能力？而且，最终，谁来决定学生何时达到能力？这些都是重要的问题。本文将基于能力的社会工作教育的发展和采用与记录学生成绩的现实项目联系起来，以努力满足社会工作教育委员会为美国本科和研究生社会工作项目制定的基于能力的认证标准。美国，但也与其他国家的类似过程相关。此处提供了为计划评估目的制定能力基准的务实路线图，使用标准化评估工具通过认证和重申成功的项目中的真实例子。探讨了这些基准开发中固有的问题，以及项目评估的当前状态。