Assessment Processes in Social Work Education: A Review of Current Methods

Autor/inn/en	Sellers, Wendy; Neff, Duane
Titel	Assessment Processes in Social Work Education: A Review of Current Methods
Quelle	In: Journal of Teaching in Social Work, 39 (2019) 3, S.212-225 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2019.1610544
Schlagwörter	Social Work; Counselor Training; Guidelines; Professional Associations; Educational Policy; Accreditation (Institutions); Standards; Program Evaluation; Educational Change; Evaluation Methods; Competency Based Education; Administrator Attitudes; Program Descriptions; College Faculty; College Students; Student Participation; Teacher Attitudes; Student Attitudes; Feedback (Response); Educational Practices + Suchen Sie Ihr Suchwort? Soziale Arbeit; Richtlinien; Politics of education; Bildungspolitik; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Programme evaluation; Programmevaluation; Bildungsreform; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Fakultät; Collegestudent; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Schülerverhalten; Bildungspraxis
Abstract	This paper explores the process of assessment in social work education programs throughout the United States. Following the guidelines of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS), social work education has switched from student learning outcomes to competency-based measures. Included in this study is a literature review on current assessment practices and results of a research project on assessment practices in social work education programs nationwide. The findings may be useful to social work educators in addressing programmatic changes and revisions based on the 2015 EPAS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01