Grade-Induced Beliefs About Undergraduate Generalist Social Work Practice Competency

John H. Noble and John J. Stretch
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John H. Noble: Catholic University of America
John J. Stretch: St. Louis University

Evaluation Review, 2002, vol. 26, issue 2, 213-236

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.

Date: 2002
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:26:y:2002:i:2:p:213-236

DOI: 10.1177/0193841X02026002004

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