EVALUATING A MEASURE OF STUDENT FIELD PERFORMANCE IN DIRECT SERVICE: TESTING RELIABILITY AND VALIDITY OF EXPLICIT CRITERIA.

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Bibliographic Details
Title:	EVALUATING A MEASURE OF STUDENT FIELD PERFORMANCE IN DIRECT SERVICE: TESTING RELIABILITY AND VALIDITY OF EXPLICIT CRITERIA.
Authors:	Bogo, Marion, Regehr, Cheryl, Hughes, Judy, Power, Roxanne, Gioberman, Judith
Source:	Journal of Social Work Education. Fall2002, Vol. 38 Issue 3, p385-401. 17p.
Subjects:	Evaluation, Students, Performance, Reliability (Personality trait), Truthfulness & falsehood, Technical specifications, Teaching
Abstract:	The profession of social work relies on social work educational programs to produce competent professional practitioners. Consequently, university programs function as the gatekeepers for the profession and are seen by the public as accountable for the quality of social work services available in the community. Social work educators recognize their responsibility to ensure that graduating students have achieved a performance level necessary for beginning practice. Of all the aspects of social work education, field education is credited by alumnae and employers as the most significant component in the preparation of social work practitioners. However, a review of the literature and anecdotal comments of field coordinators reveals a consistent theme over the past two decades: the lack of objective, standardized outcome measures for assessing social work students' learning and performance in field education. Field education was surveyed and experts in 1980 and again in 1991 to identify field instruction issues and research priorities.
Database:	Psychology and Behavioral Sciences Collection

Description
Abstract:	The profession of social work relies on social work educational programs to produce competent professional practitioners. Consequently, university programs function as the gatekeepers for the profession and are seen by the public as accountable for the quality of social work services available in the community. Social work educators recognize their responsibility to ensure that graduating students have achieved a performance level necessary for beginning practice. Of all the aspects of social work education, field education is credited by alumnae and employers as the most significant component in the preparation of social work practitioners. However, a review of the literature and anecdotal comments of field coordinators reveals a consistent theme over the past two decades: the lack of objective, standardized outcome measures for assessing social work students' learning and performance in field education. Field education was surveyed and experts in 1980 and again in 1991 to identify field instruction issues and research priorities.
ISSN:	10437797
DOI:	10.1080/10437797.2002.10779106