Grade-induced beliefs about undergraduate generalist social work practice competency.

Full Abstract

Standardized criterion-referenced achievement testing of undergraduate generalist social work knowledge based on correct answers to specific questions is compared to several norm-referenced measures of student learning, including student self-reports and the instructor-imposed cumulative grade point average (GPA). Two hypotheses are tested, namely, (a) norm-referenced measures systematically overstate content knowledge, and (b) student perception or belief about the ascribed meaning of the GPA inflates self-rated attainments. The implications of additional confirming evidence for the hypotheses are explored with a view to limiting the number of social workers with undergraduate degrees who are permitted to enter the field each year overconfident about their knowledge and practice capabilities.

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Author information

Author/s: Noble, John H (JH); Stretch, John J (JJ);

Affiliation: Catholic University of America's National Catholic School of Social Service, Washington, D.C., USA.

Journal and publication information

Publication Type: Journal Article

Journal: Evaluation review (Eval Rev), published in United States. (Language: eng)

Reference: 2002-Apr; vol 26 (issue 2) : pp 213-36

Dates: Created 2002/04/12; Completed 2002/04/25; Revised 2004/11/17;

PMID: 11949539, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Outcome Assessment (Health Care)
Professional Competence - standards
Self Efficacy
Social Work - education; standards
Students - psychology
United States

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