Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities

Unit: Social Work
Program: Social Work (BSW)
Degree: Bachelor'due south
Date: Mon Aug thirteen, 2018 - 12:41:03 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Demonstrate upstanding and professional person behavior.

(1b. Specialized study in an bookish field, 2a. Recall critically and creatively, 2c. Communicate and study, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural surround)

ii. Engage diversity and difference in exercise.

(1b. Specialized study in an bookish field, 2a. Recall critically and creatively, 2b. Bear research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Borough participation)

3. Accelerate human rights and social, economical, and environmental justice.

(1b. Specialized written report in an bookish field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in item Hawaiian civilization, 3c. Stewardship of the natural environs, 3d. Civic participation)

4. Appoint in do-informed research and inquiry-informed practice.

(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Bear research, 3a. Continuous learning and personal growth, 3d. Civic participation)

5. Engage in policy practise.

(1b. Specialized study in an bookish field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian civilization, 3d. Civic participation)

6. Engage with individuals, families, groups, organizations, and communities.

(1b. Specialized study in an bookish field, 2a. Think critically and creatively, 2c. Communicate and report, 3b. Respect for people and cultures, in item Hawaiian culture)

vii. Appraise individuals, families, groups, organizations, and communities.

(1b. Specialized study in an academic field, 2a. Call up critically and creatively, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

8. Intervene with individuals, families, groups, organizations, and communities.

(1b. Specialized study in an academic field, 2a. Recall critically and creatively, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

9. Evaluate practice with individuals, families, groups, organizations, and communities.

(1b. Specialized study in an academic field, 2a. Recollect critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3b. Respect for people and cultures, in detail Hawaiian civilization)

10. Engage, laurels, and respect ethnic culture towards decolonized professional practice.

(1b. Specialized study in an academic field, 1c. Sympathize Hawaiian culture and history, 2a. Recollect critically and creatively, 2c. Communicate and study, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Borough participation)

two) Your programme's SLOs are published equally follows. Please update asneeded.

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(due south) from 2018:

• File (03/16/2020)

four) For your plan, the percentage of courses that have form SLOs explicitly stated on the syllabus, a website, or other publicly available document is equally follows. Please update as needed.

5) Does the programme accept learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Aye, on near(51-99%) of the programme SLOs
Aye, on all(100%) of the program SLOs

half dozen) Did your program appoint in whatever program learning assessment activities between June i, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What all-time describes the program-level learning assessment activities that took place for the flow June ane, 2015 to October 31, 2018? (Check all that employ.)

Create/change/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect educatee piece of work, rubric, survey)
Collect/evaluate student piece of work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Utilize assessment results to brand programmatic decisions (eastward.g., change class content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the programme (explicate in question 7)
Other:

eight) Briefly explain the assessment activities that took place.

Ourcess goalcontinues to be to measure the degree to which our ten Program Learning Outcomes (competencies) have been met throughout the curriculum over the course of the academic year.  We utilise bothdirect evidence (instructor evaluation of student products such equally reports, presentations, classroom activities, and skill sit-in as measured through the use of the Instructor Evaluation Sheet (IES) and the Field Supervisory Evaluation form (FSE)) andindirect testify (educatee self-study as measured through the utilise of the Educatee Self-Assessment Survey Musical instrument (SSASI)).  The Ten Program SLOs are:

1.      Demonstrate upstanding and professional behavior.

2.      Engage diverseness and difference in practice.

iii.      Accelerate human rights and social, economical, and environmental justice.

4.      Appoint in practice-informed research and inquiry-informed practice.

5.      Engage in policy practice.

six.      Engage with individuals, families, groups, organizations, and communities.

7.      Assess individuals, families, groups, organizations, and communities

8.      Intervene with individuals, families, groups, organizations, and communities.

ix.      Evaluate practice with individuals, families, groups, organizations, and communities.

10.    Appoint, award, and respect indigenous culture towards decolonized professional do

We have a standing Assessment Committee - fabricated up of programme chairs, the directors of both student services and distance education as well as the Department Chair who functions as Cess Committee Chair - that collects, analyzes and evaluates SLO data through the IES, FSE, and SSASI, presents results for program decision-making and pedagogical/course content change.  Our assessment results have directly impacted program implementation and performance.

For the terminal several years the BSW and MSW Programs have held "teachering" sessions to address curriculum questions and common classroom problems.  Topics have included curriculum rollout, vertical and horizontal sequencing, assignment design and implementation every bit well every bit classroom management.

Besides covered are SLOs and class assignment alignment.  It is critical the both instructors and adjunct faculty recognize the need to connect assignments to stated objectives to measure competence.  Because of this, the "teachering" sessions serve equally both preparation site and site for program culture development that is competency based.

In the leap of 2017 the department produced a video on assessing pupil competency and effective competency measurement that is shown as part of the biannual faculty orientation.  The aim of the video is to: one) clarify the IES as an assessment tool, 2) decouple competency assessment from grading, and 3) address some of the common pitfalls in the assessment process.  We have constitute over the years that faculty will sometimes assess students confronting the understandable yet unrealistic standard of the seasoned social worker.  Against such a standard, information technology is nearly incommunicable for a educatee to be anything but substandard.  Instead, we want faculty to assess social work competencies based on where the student is at in the academic and professional development.  The question is not "How does this educatee stack upward confronting a real or imagined seasoned social worker?" but rather, "How is this student performing relative to their position as a junior (or senior) level student?"  This stardom is disquisitional and the single biggest pitfall we face each semester.

In improver to assessing competency development, the program as well assesses cardinal program functions including student services and the field feel.  Results from pupil services assessment revealed a want on the office of our students for improved professional advising (in add-on to academic advising already being received).  The field assessment process is irresolute every bit a result of our electric current efforts.  In the spring of 2015 the assessment commission met with field part faculty and together created a 360^o assessment tool through which the student assesses both the field instructor/site and field office; the field office assesses both the student and the field instructor/site; and the field instructor in plow assesses the pupil and the field office.  This will let the program to make critical programmatic and pedagogical changes.

The School Indigenous Diplomacy Commission created an additional SLO/Cadre Competency with four associated practice behaviors several years agone and in the summer of 2015, the program chairs of both the BSW and MSW programs added the SLO/core competency to the curriculum.  This came on the heels of a much larger plan initiative, the transition to the 2015 Educational Policy and Accreditation Standards (EPAS).

In the Summer of 2018, the BSW Plan at the Myron B. Thompson School of Social Work was notified past the Council on Social Work Education (CSWE) Commission on Accreditation (COA) that it was reaccredited for the maximum commanded viii (8) years without condition or contingency.

ix) What types of evidence did the plan use as role of the cess activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Consignment/exam/paper completed as office of regular coursework and used for program-level assessment
Capstone piece of work product (e.thou., written project or non-thesis newspaper)
Exam created by an external system (eastward.thou., professional association for licensure)
Exit test created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student piece of work
Publication or grant proposal
Qualifying examination or comprehensive test for program-level cess in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student operation exterior the classroom (internship, clinical, practicum)
Thesis or dissertation used for programme-level assessment in improver to private pupil evaluation
Alumni survey that contains cocky-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Pupil reflective writing consignment (essay, periodical entry, self-assessment) on their SLO accomplishment.
Student surveys that contain cocky-reports of SLO achievement
Cess-related such as assessment programme, SLOs, curriculum map, etc.
Programme or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other ii:

ten) Land the number of students (or persons) who submitted bear witness that was evaluated. If applicable, please include the sampling technique used.

Students are assessed for skill acquisition in both the classroom and field (2 points) as explained elsewhere in this assessment study.  Additonally, nosotros assess across at least 2 of 4 dimensions including knowledge, values, cerebral/affective processes and skills.  For our accreditation, skill assessment is mandatory and must be assessed in practice (field) with existent clients and not be imitation or evalauated by proxy.  100% of the 85 students in the plan were assessed in the classroom and the field.

85/85 students assessed

11) Who interpreted or analyzed the testify that was nerveless? (Check all that apply.)

12) How did they evaluate, analyze, or interpret the evidence? (Bank check all that use.)

xiii) Summarize the results of the cess activities checked in question 7. For instance, report the percentage of students who achieved each SLO.

Cess Goals and Social Work Competencies

Ourassessment goalcontinues to measure the degree to which our 10 Program Learning Outcomes (competencies) have been met throughout the curriculum over the class of the academic year.  We utilise bothdirect show (instructor evaluation of student products such as reports, presentations, classroom activities, and skill demonstration as measured through the use of the Teacher Evaluation Sheet (IES) and the Field Supervisory Evaluation form (FSE)) andindirect bear witness (pupil self-report as measured through the use of the Student Self-Assessment Survey Instrument (SSASI)).  The 10 Program SLOs are:

one.      Demonstrate upstanding and professional behavior.

2.      Engage diversity and divergence in practice.

iii.      Accelerate human rights and social, economical, and ecology justice.

iv.      Engage in exercise-informed research and research-informed practice.

5.      Engage in policy practice.

6.      Engage with individuals, families, groups, organizations, and communities.

7.      Appraise individuals, families, groups, organizations, and communities

8.      Intervene with individuals, families, groups, organizations, and communities.

ix.      Evaluate do with individuals, families, groups, organizations, and communities.

10.    Engage, honor, and respect indigenous culture towards decolonized professional practice

Benchmark and Rationale

The BSW Plan, working with the Department Assessment Committee, established both a five-bespeak Likert scale as well as an acquisition benchmark for all social piece of work competencies.  Taken in amass, the expectation is that 80% of all students surveyed in the BSW Program will score a 4 or higher on a v-point Likert scale.  A score of 4 on our 5-point Likert scale represents near consistency of competency demonstration.  The BSW Program recognizes that students accept varying skills upon entry to the Plan and throughout their tenure, and volition keep to learn and abound long subsequently their formal educational feel is complete.  The nigh consistent demonstration of social piece of work competencies is critical if our graduates hope to be legitimate helpers in the customs.

CSWE identifies several dimensions disquisitional to each competency, they are Knowledge, Values, Skills, and Cognitive & Melancholia Processes.  The BSW program determined that the Skill dimension would be measured on the Field Supervisory Evaluation (FSE), while one of the other remaining dimensions would be measured on the Instructor Evaluation Canvass (IES) as determined by the BSW Kinesthesia.

Two Measures for each Competency

The attainment of SW competencies through specific dimensions as outlined past CSWE is assessed using the following two measures:

• Field Supervisory Evaluation (FSE).  The FSE measures the conquering of each of the 9 social work competencies outlined by CSWE as well as the tenth competency designed by the DSW and implemented past the BSW Program through the Skill dimension. Total details of the implementation process are detailed beneath.
• Instructor Evaluation Sheets (IES): the IES measures the acquisition of each of the 9 social work competencies outlined past CSWE besides equally the tenth competency designed by the DSW and implemented by the BSW Program through one of the remaining three dimensions (Knowledge, Values, Cognitive and Affective Processes).

Rating Calibration

Using the IES or FSE class, classroom and field instructors charge per unit students on their level of proficiency for each SW competency through specific and particular dimensions that are measured in their courses using 5-point scale developed and approved by the Assessment Committee:

1. Not Yet Emerging (This dimension of the competency has non still emerged in the student'south repertoire.)
2. Emerging (This dimension of the competency is beginning to sally in the student's repertoire.)
3. Developing (The educatee is developing this dimension of the competency.)
4. Budgeted Consistency (The student is approaching consequent demonstration of/appointment in this dimension of the competency; consistency is anticipated in the nigh future.)
5. Consistently Demonstrates (The student consistently demonstrates/engages in this dimension of the competency.)

Results

Every bit stated earlier, the program set a criterion of eighty% of all students scoring 4 or college on the 5-point scale for each of the 10 competencies.  This criterion was met in all just in one case example, Social Work Competency two: Advance Human Rights and Social, Economic, and Environmental Justice (78%).  It appears, that this was likely the result of mis-scoring.  It should be noted that the Section has developed a video explaining the assessment scoring which is shown each semester at the faculty orientation.

Additionally, Social Piece of work Competencies 6, 7, 8, and 9 (direct practice competencies for engagement, cess, implementation, and evalaution respectively) we subdivided the assessment tool to evaluate competency acqusition for each of the five populations unremarkably served by the social piece of work profession: Individuals, families, groups, organizations, and communities.  Our results showed lower scores for "engaging with organizations and engaging with communities".  As a result, greater accent volition be given and grade time dedicated to orgnizations and communities in the SW 303 course.

For full results please run into: file:///C:/Users/BSW001/Downloads/Equally%204B%20Form%20BSW%202017-2018%20Assessment%20Summary.pdf

fourteen) What best describes how the plan used the results? (Check all that apply.)

Cess procedure changes (SLOs, curriculum map, rubrics, show collected, sampling, communications with faculty, etc.)
Course changes (course content, instruction, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.grand., admissions requirements, pupil probation policies, common course evaluation form)
Students' out-of-grade experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Commemoration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, testify not evaluated or interpreted however, faculty discussions continue)
Other:

15) Please briefly depict how the program used the results.

Results

As stated earlier, the programme set a criterion of fourscore% of all students scoring 4 or higher on the 5-point scale for each of the 10 competencies.  This benchmark was met in all but once instance, Social Work Competency 2: Advance Human Rights and Social, Economic, and Environmental Justice (78%).  It appears, that this was likely the result of mis-scoring.  It should be noted that the Department has developed a video explaining the assessment scoring which is shown each semester at the faculty orientation.

Additionally, Social Work Competencies six, 7, viii, and ix (directly practice competencies for engagement, cess, implementation, and evalaution respectively) nosotros subdivided the assessment tool to evaluate competency acqusition for each of the five populations commonly served by the social piece of work profession: Individuals, families, groups, organizations, and communities.  Our results showed lower scores for "engaging with organizations and engaging with communities".  As a result, greater emphasis volition be given and grade time defended to orgnizations and communities in the SW 303 grade.

For full results please run across: file:///C:/Users/BSW001/Downloads/AS%204B%20Form%20BSW%202017-2018%20Assessment%20Summary.pdf

The BSW and MSW Programs also created a video to assistance course instructors use the IES and appropriately ascore student performance.  It tin be seen here: https://www.youtube.com/watch?v=RCNhGtJ1quQ&feature=youtu.be

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about cess procedures, education and learning, and peachy achievements regarding program assessment in this reporting flow.

Please see #xv

17) If the program did not engage in cess activities, please justify.

N/A

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Source: https://manoa.hawaii.edu/assessment/update2/view.php?view=1702

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