• 2006-2010

    In 2006-2010, the assessment plan was designed based on program objectives, learning outcomes, and previous CSWE EPAS. During those years, the data was collected from the following sources: Area of Concentration Achievement Test (ACAT) Internship Learning Agreement Outcomes Evaluation (ILAOE) Rubric scores and narrative feedback from keystone assignments, including the Cultural Competency Assignment which was a capstone project completed over three quarters during the students’ senior year that addressed all of the program objectives Assessment Specialist Regina Sievert, an external evaluator for the program, thoroughly analyzed the data and submitted an objective assessment report annually by August. In addition to data analysis, she also provided recommendations for improvement. Based on the assessment report mentioned above, the Department Chair compiled an annual comprehensive program assessment report, titled Learning Outcomes Assessment Report (LOAP), for submission to the SKC’s Office of Institutional Research. The reports thoroughly discuss the BSW program assessment, evaluation, and improvement efforts each year.
  • 2010-2011

    In 2010-2011, the program continued the data collection efforts based on the new assessment plan. With the new accreditation cycle, the program had to completely revise the previous assessment plan to align with the 2008 EPAS and core competencies established by CSWE. As a result, the following changes were made in the assessment plan in 2010-2011: Faculty members thoroughly reviewed and revised each assignment and the accompanying rubrics to address and align with 2008 EPAS. Outdated keystone assignments were removed and new ones were designed. The Internship Learning Agreement Evaluation tool was completely re-designed to address and align with 2008 EPAS. Due to the challenges associated with data entry and analysis based on keystone rubric scores, the Practice Behavior Competency Evaluation Instrument on Survey Monkey was designed and implemented. Consequently, with an exception of ACAT results, the assessment data between 2006-2010 and 2010-2012 are not compatible or suitable for comparison. The revised and improved assessment plan developed by the Social Work faculty is designed to strategically measure student competencies based on 2008 EPAS standards developed by CSWE. The data are collected from the following sources: the Area of Concentration Achievement Test (ACAT) completed by students; the Internship Learning Agreement Evaluation (ILAE) completed by the Internship Site Supervisors; and the Practice Behavior Competency Evaluation Instrument completed by instructors.
  • Area of Concentration Achievement Test (ACAT)

    The ACAT is a national standardized selected response test comprised of items that address the general knowledge base for Social Work. The test contains items from eight major categories relevant to social work practice, providing eight sub-scores in addition to the overall score for each student. The ACAT Social Work Area test appears to have value for assessing students’ knowledge of core social work content. In particular, the correlation between the test section scores and coursework completed by the program’s graduates that is part of the company’s analysis can provide valuable information for identifying areas of weakness in the program that should be addressed. The program has used ACAT test since 2006. Although ACAT is currently not aligned with CSWE core competencies and practice behaviors, the program will continue to collect the data from this source in order to assess student performance and identify areas in need of programmatic improvement. All BSW students complete the ACAT during spring quarter of their senior year according to the guidelines of the PACAT, Inc. The tests are immediately sent to PACAT, Inc. for scoring and item analysis. The report is returned to the department in June. The Assessment Coordinator enters the data, prepares a summary report, and submits the results to the Department chair. The BSW benchmark for success on the ACAT is a group standard percentile of at least 50% in each test category. The Social Work Program is reviewing the ACAT test and determining whether or not it is valuable to help us assess student achievement. The test itself is outdated and is not aligned with the 2008 EPAS. The department has been notified by the testing site that the ACAT is currently being revised and that a new examination will be developed by Spring of 2013. It was recommended by the testing site that the SKC Social Work Program compose at least three questions that are related to working with Native Americans in social work.
  • Internship Learning Agreement Evaluation (ILAE)

    The Internship Learning Agreement (ILAE), a contract collaboratively developed by the student and field supervisor on a quarterly basis to guide the student’s internship experience, was fully implemented in the 2010-2011 academic year internships. The ILAE is used in planning and assessing student performance in each of the three quarters of the Internship field experience. The ILAE consists of various assignments, customized for each individual, that the student completes during their three quarters of internship. Students negotiate the Learning Agreement assignments collaboratively with their field supervisor and the field education director to fit their field placement and to promote their personal and professional growth. The ILAE addresses all forty two practice behaviors that operationalize the CSWE core competencies. At regular intervals throughout the quarter, students meet with their field supervisor and the field director to reflect on and receive formative feedback on their progress. The Internship Site Supervisor completes the ILA Evaluation at the end of each quarter, providing a grade and a number that is used for the program assessment. In 2006-2011, the ILA Evaluations were completed in hard copy and the data was then entered into the Survey Monkey. In 2011-2012, the Site Supervisors will complete and submit the evaluations electronically. The benchmark for success set by the SKC BSW Program is a minimum of 75% of students attaining an average score of at least 7 (70%) or higher in all practice behaviors. An assessment score at or above this benchmark is considered by the program to represent mastery of that particular competency.
  • Practice Behavior Competency Evaluation Instrument

    In 2010-2011, SKC BSW Program developed and piloted the Practice Behavior Competency Evaluation instrument on Survey Monkey. This instrument replaces the previous system of collecting data from rubric scores and narrative feedback from keystone assignments, although the instructor’s assessment of students’ level of competency in each practice behavior is still based on those assignments. The direct data entry by faculty significantly reduces the possibility of subjective interpretation of the level of students’ skills and knowledge in specific areas during the data entry process by the Assessment Coordinator. Each keystone assignment rubric is aligned with specific practice behaviors addressed in the course. At the end of every quarter, faculty members enter their evaluation of the level of each student’s competency in those specific practice behaviors in the Practice Behavior Competency Evaluation instrument on Survey Monkey based on their rubrics. The tool measures students’ competency in each practice behavior on a 10-point scale, with 1 indicating lack of competency and 10 indicating the level of competency expected of a professional entering the field. The benchmark for success set by the SKC BSW is a minimum of 75% of students attaining an average score of 7 (70%) or higher in all practice behaviors. An assessment score at or above this benchmark is considered by the program to represent mastery of that particular competency.