Grade-induced beliefs about undergraduate generalist social work practice competency.
Eval Rev
; 26(2): 213-36, 2002 Apr.
Article
em En
| MEDLINE
| ID: mdl-11949539
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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Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Competência Profissional
/
Serviço Social
/
Avaliação Educacional
Limite:
Adult
/
Humans
País/Região como assunto:
America do norte
Idioma:
En
Revista:
Eval Rev
Ano de publicação:
2002
Tipo de documento:
Article
País de afiliação:
Estados Unidos