Although the new Educational Policy and Accreditation Standards (EPAS) represent
a shift from measuring learning outcomes to core competencies, results
from assessments conducted prior to this shift continue to provide useful information
for program-level assessment and can serve as a baseline as programs
redesign assessments for reaffirmation. This paper describes a MSW program’s
systematic assessment of educational outcomes as well as the process to
redesign this plan to meet current EPAS. Administrative structure, conceptual
modeling, design, instrumentation, data gathering, and use of results for affirmation
and improvement are highlighted. Logistic feasibility and sound
methodology in implementing the redesigning of protocol among various constituents
(students, field instructors, alumni) are considered. Discussion about
continued use of this structure using current EPAS is included.
- Content Type Journal Article
- Pages 489-507
- DOI 10.5175/JSWE.2011.201000017
- Authors
- Nancy Meyer-Adams, California State University, Long Beach
- Marilyn K. Potts, California State University, Long Beach
- Jeffrey J. Koob, California State University, Long Beach
- Catherine J. Dorsey, St. John’s Regional Medical Center
- Anna M. Rosales, Boston University
- Journal Journal of Social Work Education
- Print ISSN 1043-7797
- Journal Volume Volume 47
- Journal Issue Volume 47, Number 3 / Fall 2011