University of Nebraska at Kearney
Department of Social Work
Fall 2014 and Spring 2015
Assessment Summary
Introduction
Program assessment in the Department of Social Work at the University of Nebraska-Kearney is
completed annually examining the Fall and Spring semesters by utilizing multiple assessment
measures as outlined in the department’s assessment plan. Assessment is institutionally
mandated by UNK, and all departments must have an assessment plan and submit an annual
report to demonstrate evidence of its usage to evaluate curriculum and ensure ongoing
evaluation. Additionally, the department of Social Work has designed its assessment plan to
coincide with the Educational Policy and Accreditation Standards (EPAS) as outlined by the
Council on Social Work Education. The EPAS follow competency-based education, which is an
outcome performance approach to curriculum design. The competencies are measurable practice
behaviors that are comprised of Knowledge, Values, and Skills. “The goal of the outcome
approach is to demonstrate the integration and application of the competencies in practice with
individuals, families, groups, organizations, and communities” (CSWE, 2012). The purpose of
this report is to show the department’s mission/purpose, goals, methodology, outcomes, and a
discussion of the findings from the Fall 2014/Spring 2015 assessment.
Mission / Purpose
The Social Work Department at the University of Nebraska at Kearney will prepare competent
professionals who are equipped with generalist social work knowledge, skills, ethics and values
to promote the dignity and wellbeing of all people within a multicultural society.
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Goals
Each of the goals for the UNK Social Work program were designed to coincide with the Council
on Social Work Education’s Educational Policy and Accreditation Standards. There are 10
Competencies and total of 41 practice behaviors. The competencies represent the values,
knowledge, and skills needed to be competent professional social workers. The table below
illustrates which competencies correspond to the department goals.
Social Work Department Goal
1) Engage in Generalist Social Work
Practice:
Equip students with core competencies for
beginning generalist social work practice that
enables them to work with individuals,
families, groups, organizations, and
communities.
CSWE Competencies
EP 2.1.7 Apply knowledge of human
behavior and the social environment.
EP 2.1.8 Engage in policy practice to advance
social and economic well-being and to deliver
effective social work services.
2.1.10 (a)-(-d) Engage, assess, intervene, and
evaluate with individuals, families, groups,
organizations and communities.
2) Critical Thinking:
Prepare students for lifelong learning and the
application of critical thinking to guide
professional decision-making by combining
a liberal arts foundation with social work
education.
EP 2.1.3 Apply critical thinking to inform &
communicate professional judgments.
2.1.9. Respond to contexts that shape practice
3) Identity, Knowledge, Values, Skills,
Social Justice:
Prepare students to develop a professional
identity, which will incorporate the
knowledge, skills, values, and ethical
principles of the social work profession that
are crucial for the advancement of human
rights, and economic and social justice.
2.1.1 Identify as professional social worker &
conduct self accordingly
2.1.2 Apply critical thinking to inform &
communicate professional judgment
2.1.5 Advance human rights & social &
economic justice
2.1.8 Engage in policy practice to advance
social and economic well-being and to deliver
effective social work services.
4) Evidence-Based Practice:
Prepare students for evidence-based practice
with diverse and marginalized populations.
EP 2.1.4 Engage diversity and difference in
practice.
2.1.6 Engage in research-informed practice
and practice-informed research
EP 2.1.6 Engage in research-informed
practice & practice informed research.
2.1.9. Respond to contexts that shape practice
5) Research:
Prepare students as beginning social work
generalist practitioners who are engaged in
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research informed practice and practice
informed research.
Assessment Methodology
The 2014/2015 program assessment utilized four different survey instruments, two of which
were developed by the Social Work Education Assessment Project (SWEAP), the department
developed Senior Portfolio, and the Department of Social Work’s Student Field Evaluation to
assess students in relation to the five departmental goals identified above. A description of each
instrument, how it is implemented, and the target achievement for each instrument is provided
below:
1. Exit Survey Instrument (SWEAP): This instrument is administered to students in the
Senior Social Work Seminar (SOWK 482) at the end of the semester before they
graduate. It gathers demographic information, assesses the student’s experience in the
program, and professional plans. A section of this instrument addresses the evaluation of
curriculum objectives based upon CSWE Accreditation Standards. This instrument uses
an 11-point Likert scale and it is expected that students will receive ratings of 5.0 or
higher (adequate to very good) on all areas of the survey.
2. Foundation Curriculum Assessment Instrument (SWEAP): The FCAI represents an
indirect measure of a student’s knowledge in relation to the core competencies. It is
administered to social work students as they enter the program in the Introduction to
Social Welfare course (SOWK 170). It is also administered to students at the time of
exit to assess the knowledge gained from entry through exit in the program. The
instrument consists of 64 multiple-choice questions organized into the following
curricular areas: practice, human behavior and social environment (HBSE), policy,
research, ethics and values, diversity and social and economic justice. This pre and posttest format enables the department to identify areas needing curriculum improvements.
The target achievement expects graduating students to score higher than incoming
students in all sections. Additionally, goals 3-5 target achievements expect graduating
students to score 60% or higher in the corresponding sections.
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3. Student Field Evaluation Form is a direct measure of field placement competencies that
address Educational Policy 2.1 (Core Competencies) and 2.3 (Signature Pedagogy: Field
Education). This instrument is a newly developed instrument that corresponds directly to
the competencies and practice behaviors outlined by CSWE. The instrument consists of
41 items scored on a 5-point Likert scale and is used at the end of a field/practicum
placement by field supervisors to assess the student's knowledge, skill, and ability in the
following areas: professional social work skills and use of supervision, professional
communication, social work values and ethics, critical thinking, diversity, human rights,
social and economic justice and policy practice, research, human behavior and the social
environment, generalist social work practice, and social work practice with individuals,
families, groups, organizations, and communities. Additionally, this instrument assists the
program in making curriculum improvements, determining the effectiveness of field
education and agencies, and tailoring educational processes to be more responsive to
students. The achievement target expects graduating students to score a 3.0 or higher in
all sections of the survey. This evaluation year is the second year the new field evaluation
form was implemented.
4. The Senior Portfolio is a collection of student assignments that demonstrate knowledge,
skills, and values for appropriate social work practice. Every graduating senior completes
the portfolio by selecting a minimum of five assignments from over the course of the
program that demonstrate their competency. The Rationalization for Using Senior
Portfolios provides guidance in completing the portfolio and outlines how the portfolios
are to be evaluated. Members of the faculty receive de-identified portfolios and evaluate
the products based upon a 3-point Likert scale with attention to the department’s program
goals. The benchmark established for the Senior Portfolio is that 75% of the portfolios
will receive a rating of minimally satisfies for each competency. The Senior Portfolio is a
newly developed assessment measure that was first implement during the 2013/2014
evaluation year.
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Outcomes
The program assessment outcomes are presented in the tables below to assist in ease of reporting.
Comparisons are made between semesters and incoming and graduating students where
appropriate. Table 1 shows the average (mean) scores for the sections that correspond to the
department’s goals from the BEAP Exit Survey. The target achievements for the Exit Survey
were all met for the 2014-2015 academic year. Table 2 shows the mean scores for the sections
that correspond to the department’s goals from the Student Field Evaluation Form for graduating
students for the Fall 2014 and Spring 2015 semesters. All achievement targets for the Student
Field Evaluation were met for Fall and Spring semesters with the exception of the section related
to HBSE, which had a score of 2.03 for the Fall and 2.45 for the Spring. Table 3 shows the
percentage scores for the sections that correspond to the department’s goals from the Foundation
Curriculum Assessment Instrument (FCAI). All the achievement targets were met for goal one.
Goals two through five were partially met. The results for the Senior Portfolio are included in
Table 4. For the Fall 2014 semester, students failed to reach the 75% competency level in the
following areas: HBSE, Professional Identity, Social Work Values & Ethics, Advance Human
Rights, Social & Economic Justice, Engage Diversity. All targets were surpassed for the Spring
2015 semester. A discussion of target achievements is provided under the conclusion.
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Table 1
Social Work Department Goals
1) Equip students with core competencies for beginning
generalist social work practice that enables them to work with
individuals, families, groups, organizations, and communities.
Exit Survey
Fall 2014
Spring 2015
(N=17)
(N=20)
8.31
8.04
2) Prepare students for lifelong learning and the application of
critical thinking to guide professional decision-making by
combining a liberal arts foundation with social work
education.
8.26
7.98
3) Prepare students to develop a professional identity, which
will incorporate the knowledge, skills, values, and ethical
principles of the social work profession that are crucial for the
advancement of human rights, and economic and social
justice.
4) Prepare students for evidence-based practice with diverse
and marginalized populations.
8.29
8.06
8.23
7.95
5) Prepare students as beginning social work generalist
practitioners who are engaged in research informed practice
and practice informed research.
8.27
7.88
* Target Achievement for the FPPA is a mean score of 5.0 and higher in all sections.
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Table 2
Social Work Department
Goals
Sections
Student
Field
Eval. *
Fall 2014
(N=17)
Sections
Student
Field
Eval.*
Spring
2015
(N=19)
2.45
1) Equip students with
core competencies for
beginning generalist social
work practice that enables
them to work with
individuals, families,
groups, organizations, and
communities.
EPAS 2.1.7 HBSE
2.03
EPAS 2.1.7 HBSE
EPAS 2.1.8 Policy
Practice
EPAS 2.1.10 (A-D)
Practice Skills
3.96
EPAS 2.1.8 Policy
Practice
EPAS 2.1.10 (A-D)
Practice Skills
3.38
2) Prepare students for
lifelong learning and the
application of critical
thinking to guide
professional decisionmaking by combining a
liberal arts foundation
with social work
education.
3) Prepare students to
develop a professional
identity, which will
incorporate the
knowledge, skills, values,
and ethical principles of
the social work profession
that are crucial for the
advancement of human
rights, and economic and
social justice.
4) Prepare students for
evidence-based practice
with diverse and
marginalized populations.
EPAS 2.1.3 Critical
Thinking
3.94
EPAS 2.1.3 Critical
Thinking
3.54
EPAS 2.1.9 Contexts that
Shape Practice
3.91
EPAS 2.1.9 Contexts
that Shape Practice
3.34
EPAS 2.1.1 Professional
Identity
EPAS 2.1.2 Social Work
Values & Ethics
EPAS 2.1.5 Advance
Human Rights, Social &
Economic Justice
4.16
EPAS 2.1.1 Professional
Identity
EPAS 2.1.2 Social Work
Values & Ethics
EPAS 2.1.5 Advance
Human Rights, Social &
Economic Justice
3.75
EPAS 2.1.8 Policy
Practice
3.96
EPAS 2.1.8 Policy
Practice
3.38
EPAS 2.1.4 Engage
Diversity
4.18
EPAS 2.1.4 Engage
Diversity
3.54
EPAS 2.1.6 Research
3.68
EPAS 2.1.6 Research
3.16
5) Prepare students as
EPAS 2.1.6 Research
3.68
EPAS 2.1.6 Research
beginning social work
EPAS 2.1.9 Contexts that
3.91
EPAS 2.1.9 Contexts
generalist practitioners
Shape Practice
that Shape Practice
who are engaged in
research informed practice
and practice informed
research.
* Target Achievement for the Student Field Evaluation Form is 3.0 or higher in all sections.
3.16
3.34
4.13
4.09
3.96
3.64
3.61
3.48
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Table 3
Social Work Department
Goals
Sections
1) Equip students with core
competencies for beginning
generalist social work practice
that enables them to work with
individuals, families, groups,
organizations, and communities.
Practice Skills
FCAI
Fall 2014
Spring 2015
Grad. Incoming Grad. Incoming
%
%
%
%
62.54
45.08
71.15
49.23
HBSE
61.90
48.90
63.00
58.00
2) Prepare students for lifelong
learning and the application of
critical thinking to guide
professional decision-making by
combining a liberal arts
foundation with social work
education.
Practice Skills
62.54
45.08
71.15
49.23
HBSE
61.90
48.90
63.00
58.00
Policy
38.22
43.67
45.56
42.22
Research
43.11
38.89
48.33
40.00
3) Prepare students to develop a
professional identity, which will
incorporate the knowledge,
skills, values, and ethical
principles of the social work
profession that are crucial for the
advancement of human rights,
and economic and social justice.
Ethics & Values**
61.75
51.75
70.63
60
Diversity**
53.13
42.88
56.25
40
Social &
Economic
Justice**
56.29
51.57
61.43
65.71
4) Prepare students for evidencebased practice with diverse and
marginalized populations.
Research**
43.11
38.89
48.33
40.00
Diversity**
53.13
42.88
56.25
40
5) Prepare students as beginning
social work generalist
practitioners who are engaged in
research informed practice and
practice informed research.
Research**
43.11
38.89
48.33
40.00
16
28
20
5
Total N Responding
* Target achievement expects graduating students to score higher than incoming students in all sections.
** Target achievement expects graduating students to score 60% or higher.
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Table 4
Social Work Department Goals
Sections
Senior Portfolios
Fall 2014
% Passing
1) Equip students with core
competencies for beginning generalist
social work practice that enables them
to work with individuals, families,
groups, organizations, and
communities.
2) Prepare students for lifelong
learning and the application of critical
thinking to guide professional
decision-making by combining a
liberal arts foundation with social
work education.
3) Prepare students to develop a
professional identity, which will
incorporate the knowledge, skills,
values, and ethical principles of the
social work profession that are crucial
for the advancement of human rights,
and economic and social justice.
4) Prepare students for evidence-based
practice with diverse and marginalized
populations.
5) Prepare students as beginning social
work generalist practitioners who are
engaged in research informed practice
and practice informed research.
EPAS 2.1.7 HBSE
70.59
Spring
2015
% Passing
84.21
EPAS 2.1.8 Policy Practice
82.35
100
EPAS 2.1.10 (A-D)
Practice Skills
EPAS 2.1.3 Critical
Thinking
76.47
84.21
76.47
100
EPAS 2.1.9 Contexts that
Shape Practice
82.35
89.47
EPAS 2.1.1 Professional
Identity
EPAS 2.1.2 Social Work
Values & Ethics
EPAS 2.1.5 Advance
Human Rights, Social &
Economic Justice
EPAS 2.1.8 Policy Practice
EPAS 2.1.4 Engage
Diversity
EPAS 2.1.6 Research
70.59
100
70.59
94.74
70.5
94.74
82.35
70.59
100
89.47
100
100
EPAS 2.1.6 Research
EPAS 2.1.9 Contexts that
Shape Practice
100
82.35
100
89.47
N=17
N=19
*Target is 75% of the portfolios will receive a minimally satisfies for each competency.
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Conclusion
The Department of Social Work at UNK is constantly assessing the efficiency,
effectiveness, and application of its assessment measures. Through this process, the decision was
made to discontinue the use of the FCAI instrument. The FCAI instrument is designed only to
measure knowledge and neglects to measure skills and values as part of the competency based
approach taken by CSWE. Furthermore, the instrument’s specific questions regarding sections
such as Policy and HBSE do not mirror what is taught in the program and therefore may not
accurately suggest how well the program is performing. For example, the Policy section of the
FCAI contains nine questions, two of which address Elizabethan Poor Laws, and none of the
questions assess policy action (2.1.8B). Additionally, students and faculty have grown more
comfortable with and confident in the student portfolio and view it as a more valid measure of
student learning.
The collective use of the assessment instruments in the evaluation of the social work
program demonstrates that the program is doing well and is effective in educating and preparing
social workers for generalist practice. Examining the outcomes individually illustrates areas for
improvement but should not warrant too much concern. For example, the target achievements
were only partially met for goals two through five on the Foundation Curriculum Assessment
Instrument (FCAI). In regards to goal two, the specific section of “Policy” showed that
graduating students in the Fall semester of 2014 had a lower score (38%) than incoming students
(44%). However, the other sections of goal 2 demonstrate that students met the target
achievement. Results found on the FCAI also suggest that students did not achieve the targeted
60% or higher in the following areas: Diversity, Social and Economic Justice, and Research,
with the exception of Social & Economic Justice in Spring 2015. Repeated shortcomings on the
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FCAI over the previous years as well as examination of the FCAI suggest that the missed targets
are more a function of the instrument rather than an indictment of the social work program. The
previous paragraph outlines the reasoning behind such sentiment.
The Senior portfolio and the Student Field Evaluation Form have been instituted to
engage students in assessing their own learning, promote the development of critical thinking,
enhance integration of learning across the curriculum, engage in reflective self-evaluation of
personal and professional growth, and to prepare students for lifelong learning. The Senior
Portfolio continues to increase in its importance as an assessment component for the department
to evaluate individual student learning, strengths and weaknesses of the program, curriculum,
and pedagogy. The Student Field Evaluation is completed with Field Supervisors at the end of
the Field Practicum to assess the student's knowledge, skill, and ability. This instrument
corresponds directly to the competencies and practice behaviors outlined by CSWE. The Senior
Portfolio and Student Evaluation Form will help to further assess the outcome of the program in
relations to all five department goals.
In summary, when examining the assessment materials as a whole, the department of
Social Work at UNK continues to effectively prepare social workers for generalist social work
practice. The curriculum and pedagogy of the program are consistent with the standards set forth
by CSWE and results of this assessment are evidence of the hard work and dedication of faculty
and staff to ensure that students are prepared, competent, and effective social workers.
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