• Program Assessment

    ASSESSMENT OF STUDENT LEARNING OUTCOMES 

      

    WURZWEILER SCHOOL OF SOCIAL WORK/YESHIVA UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM 

    DATA COLLECTED THROUGH SUMMER 2015  

    Last Completed January, 2016 

      

    This form is used to assist the COA in the evaluation of the program’s compliance with Accreditation Standards stated below. 

    4.0.2: The program provides summary data and outcomes for the assessment of each of its competencies, identifying the percentage of students achieving each benchmark. 

    4.0.4: The program uses Form AS 4 (B) and/or Form AS4 (M) to report its most recent assessment outcomes to constituents and the public on its website and routinely up-dates (minimally every 2 years) these postings. 

    All Council on Social Work Education programs measure and report student learning outcomes.  Students are assessed on their mastery of the competencies which comprise the accreditation standards of the Council on Social Work Education.  These competencies are dimensions of social work practice which all social workers are expected to master during their professional training.  A measurement benchmark is set by the social work programs for each competency.  An assessment score at or above that benchmark is considered by the program to represent mastery of that particular competency.   Each school is free to develop its own assessment methodology 

      

    At Wurzweiler School of Social Work, students are assessed for each practice behavior associated with each of the competencies listed below based upon two of three possible measures: common assignments in required courses, end-of-year field work evaluations, and student self-efficacy survey.  Each practice behavior and competency has four possible ratings: 1= Not Competent, 2= Developing Competency, 3=Competent, 4= Advance Competency.  

    For the Foundations year program, all 41 practice behaviors enumerated by the Council on Social Work Education were measured, and weighted averages were obtained for each practice behavior for each student, giving heavier weight to field evaluations than for common assignments and self-efficacy surveys. For each of the Advanced year methods, two practice behaviors for each competency were measured.  In all cases, measured practice behaviors were then averaged to determine a total score for each student for each competency.  The percentage of students achieving our benchmark or better, ratings of “competent” or “advanced competency,” are reported in the table below.

     

     

     

    First Year Benchmark

    Benchmark = 80%

    Second Year Benchmark

    Benchmark = 90%

    Competency

    Generalist

    Advanced Clinical

    Advanced Group Work

    Ethical and Professional Behavior

    82.22%

    98.39%

    100%

    Diversity and Difference

    88.88%

    100%

    88.89%

    Human Rights; Social Economic & Environmental Justice

    77.62%

    92.23%

    100%

    Practice-Informed Research & Research-Informed Practice

    90.17%

    95.83%

    100%

    Policy Practice

    80.95%

    94.17%

    100%

    Engage with Individuals, Families, Groups, Organizations & Communities

    84.05%

    98.93%

    100%

    Assess Individuals, Families, Groups, Organizations & Communities

    78.26%

    93.62%

    100%

    Intervene with Individuals, Families, Groups, Organizations & Communities

    81.16%

    91.4%

    100%

    Evaluate practice with Individuals, Families, Groups, Organizations & Communities

    8.31%

    89.36%

    90.1%

     

     

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