Grade-induced beliefs about undergraduate generalist social work practice competency.
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.
Noble
John H
JH
Catholic University of America's National Catholic School of Social Service, Washington, D.C., USA.
Stretch
John J
JJ
D000328:Adult; D001291:Attitude of Health Personnel; D004521:Educational Measurement; D006801:Humans; D009937:Organizational Objectives; D017063:Outcome Assessment, Health Care; D011361:Professional Competence / Q000592:standards*; D020377:Self Efficacy; D012947:Social Work / Q000193:education* / Q000592:standards; D013334:Students / Q000523:psychology; D014481:United States