Student competency assessment in CBE Assessment in CBE. In social work education, assessment of student practice is pivotal to student progress. The assessment refers to what values, knowledge, and skills which students acquire and how they apply them in their practice settings, such as a community (Cowburn, Nelson, & Williams, 2000). As CBE becomes a trend in higher social work education currently (CSWE, 2012; Damron-Rodriguez, 2008; O’Hagan, 2007; Phillips, 2011), assessment of student competencies has attracted more attention from educators for reasons (Baartman et al., 2007a; Baartman et al., 2007b; Baartman et al., 2006; Dochy & McDowell, 1997; Dochy et al., 1999). First, CBE is built upon cognitive learning theories and adult learning …show more content…
In the past, traditional assessment places more responsibility of assessment on instructors (Galambos & Greene, 2006). Some traditional formats of student evaluation, such as student report of field placement performance, are mostly assessed by instructors (Galambos & Greene, 2006). However, since the assessment culture became dominant in higher education, students were expected to share responsibilities in their learning process through a combination of different assessment forms, including self-reflection and self-assessment (Baartman et al., 2007; Dochy & McDowell, …show more content…
Social work students often use a self-administrated/self-scored questionnaire to assess their progress over times (Cartney, 2010). Most frequently, students are asked to assess their own competencies at two time points, prior and after a course (pre-test and post-test training measurement, Cartney, 2010; Damron-Rodriguez, 2008). This two time-point measurement, however, may expose a limitation when students tend to underrate their competencies in the pre-test and overrate them in the post-test (Cartney, 2010). This issue leads to an interesting question of how student self-assessments change across three time-point tests. To be more specific, if at the end of a course, students are asked to look back over the beginning of the course and rate their competencies at that time (retrospect test), whether or not their rates may change comparing to the pre-test rates. There is, however, a gap in the literature regarding this measurement. Our study addresses this gap through three time-point measurement (pre-test, post-test, retrospect test) of student self-assessment of their progress on the core competencies in the SWCO
SkillsUSA is an organization that helps students, like me, better themselves with their careers. With SkillsUSA, I hope to become a better leader and at teamwork. SkillsUSA will help me with my career, education and myself. SkillsUSA is something that I will be proud of doing because not many people have the opportunity of having an education and achieving their dreams, so I should be proud of what I have.
The main ideas highlighted in the article include the 10 competencies for social work managers that have been divided into two sections as internal and external relations. Internal relations for competencies that are utilized by managers to directly improve the agencies primary affairs in
Continuous professional development (CPD) is described internationally by a variety of terms. These include: continuing nursing education lifelong learning and professional skills development. Among others the (CPD) program is to help nurses and social workers to maintain all skills available to them and to remain fit for practice. For nurse’s they must undertake 35hours of (CPD) every three years whereas social workers have to complete 15 days of study which include training, courses, seminars, teaching or other activities which could reasonably be expected to advance social worker’s development skills. Social workers must keep a record of their training undertaken the same as nurses. The (CPD) differ slightly for the two
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Competency 2, derived from the Council on Social Work Education (CSWE, 2015), calls the student to engage diversity and difference in practice.
Trevithick, P (2005). Social Work Skills a practice handout. (2nd ed). Buckingham, UK: Open University Press.
Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency Assessment Toolkit for professional psychology. Training and Education in Professional Psychology, 3(4, Suppl), S27-S45. doi:10.1037/a0015833
A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches about assessment make the difference between Summative assessment or assessment of learning (AoL) and Formative assessment or assessment for learning (AfL), but this is not actually a new approach, as Ryle (1949) already talked about Knowing
Gray, S. W., & Zide, M. R. (2007). An introduction to the competency-based assessment model.
Just like in our textbook they worked in teams one of the EA handled that class and got them to give the student space while my supervisor intervened with the student. With this I can say that it relates competency area two focusing on social work practice and ethics. Each day I still debrief with my supervisor, which is also apart of area 2. I feel that are number three is where I excel I have “actively initiates and sustains interactions with clientele (understands that any contact is rapport building and “assessing”) showing increased autonomy, independence and entry level competence” (Gough/Murray, 2016. P6). I also have been practicing writing progress notes. Each day working with the student who has final projects I would write down what we worked on and the goals for the next day that I was there. Mostly the goals where to move on to the next set of slides, this activity relates to area number four and how I demonstrates ability to develop effective, purposeful working relationships with clients as well as demonstrating the ability to mutually determined appropriate goals/service plans with clientele served” (PG7) I have continued to learn about the relevant diversity factors of clientele served (history, socio-economic status, age, abilities sexual orientation, developmental stage, gender
Practice: Purpose, Principles, and Applications in a Climate of System’s Integration. In Saleebey, D. (Ed.), The Strengths Perspective in Social Work Practice. Fourth Ed. 171-196. Boston, MA: Pearson Education, Inc.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
When becoming a social worker, psychological theories and concepts can benefit greatly in order to improve professional standards. These theories and concepts include the cognitive perspective and psychodynamic perspective.
However, there is still a great amount of competence to grasp. Dimitrijoska and Vladimir (2016) state that “[t]he social worker is responsible for his/her professional development and must continually work on gaining new knowledge and learning new methodologies (p. 55). Moreover, as I move forward in social work courses, I will need to take a few actions to ultimately become successful. I will need to do more research, whether it be scholarly articles or assigned texts. I would like to engage in my community by volunteering at more agencies, and making connections with the organizations and learning from social workers. The last step I would like to take is from this point forward, I would like to engage in mindfulness practices. This step in particular is for me to be able to have a healthy relationship with myself, so I am able to continue working for clients in the future, and be able to act as an effective
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a