ANNUAL ASSESSMENT REPORT SECTION II:
Assessment Process // 2011 -2012
ANNUAL ASSESSMENT REPORT – SECTION 2
ASSESSMENT PROCESS
COLLEGE / SCHOOL / DIVISION: The Ethelyn R. Strong School of Social Work
PROGRAM/UNIT: BSW
ASSESSMENT COORDINATOR: Mrs. Carrie Waites, MSW, LCSW
Year: 2011-2012
a. Identify individual(s)/committee responsible for designing and implementing assessment process in the
program/unit.
The following individuals are members of the assessment committee which has responsibility for designing and
implementing the assessment process in the BSW program. The assessment committee members for the academic
year 2011/2012 are:
Entry Level:
Dr. Colita Fairfax
Ms. Brenda Exum
Interval Level:
Dr. Theodore Burke
Ms. Esonija Fulgham
Mrs. Lendora Riddick
Mrs. Carrie Waites
Exit Level:
Mrs. Lendora Riddick
Follow-up
Mrs. Carrie Waites
Mrs. Mary Yanisko
(Values Survey/Pre and Post Tests)
(Comprehensive Examination, Admission to the Professional
Program and Field Application Process)
(Adjudicated Assessment Activity)
(First- Year and Third-Year Post Graduation Surveys)
The student representatives’ names are Leslie Davis and Maile Williams (alternate)
Carrie Waites, Chair
BSW Assessment Committee
b.
Indicate whether the program/unit assessment plan for the current year is approved by program
faculty/staff in the beginning of fall semester. (Upload/attach minutes – “Assessment Reports” folder –
[year] – “Supporting Evidence”).
Yes
c.
Discuss the chronological organization of the assessment process in the program/unit. When are
program outcomes assessments conducted? (Upload timeline or flowchart of assessment activities –
“Assessment Reports” folder – [year] – “Supporting Evidence”).
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ANNUAL ASSESSMENT REPORT SECTION II:
Assessment Process // 2011 -2012
BSW program outcomes assessment activities are conducted according to the timeline below.
Timeline of assessment activities Fall, 2011
Entry level
activity
Interval
Mid-level
OCT
Survey administered
and scored
Field application
and interview
process
Exit
activity
NOV
DEC
Field application and
interview process.
Application to the
professional program
Comprehensive examinations
administered in SWK 300 Social
Welfare Policies and Services II and
SWK 309 Human Behavior in the Social
Environment II
Exit questionnaire and interviews
Outcome adjudicated
assessment
Competency based
practice evaluation by
external and internal
evaluation
Follow up
activities
Conducted once a year – Spring
Semester
Timeline of assessment activities Spring, 2012
Entry level
activity
Interval
Mid-level
Exit
activities
Follow up
activities
JAN
Survey
Administered
and scored
FEB
MARCH
APRIL
Field
application
and
interview
process
Application
to the
professional
program
Comprehensive examinations
administered in SWK 300 Social
Welfare Policies and Services II
and SWK 309 Human Behavior in
the Social Environment II
Focus group convened
Exit questionnaire and interviews
Field satisfaction
survey administered
Outcome
adjudicated
assessment
MAY
Alumni satisfaction
survey 1st yr and
3rd yr post graduates
d. Discuss assessment data collection methods and tools.
i. Identify and briefly describe major data collection approaches/tools (tests, exams,
rubrics, surveys, document analysis, process maps, observations, etc.).
The major data collection tools are surveys, comprehensive examinations, focus groups, and adjudicated work
sample presentations.
ii. Briefly discuss why these particular tools have been adopted in the program/unit.
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ANNUAL ASSESSMENT REPORT SECTION II:
Assessment Process // 2011 -2012
These tools are consistent with the ones adopted by the professional social work community. They provide
pertinent information related to the knowledge, skills and values associated with performance practice based
profession.
iii. Briefly discuss what steps the program/unit takes to ensure the quality of assessment
approaches/tools.
The program reviews assessment approaches with the faculty, consultants, and colleagues in the professional
community who engage in on going assessment planning and implementation. Also, assessment approaches are
reviewed as a part of the reaccreditation process. As it is known assessment is a key standard within the CSWE
accreditation protocol.
e.
Indicate how assessment results are disseminated and discussed in the program. (Upload
minutes/agendas/other evidence – “Assessment Reports” folder – [year] – “Supporting Evidence”).
They are discussed in faculty meetings and departmental meetings as well as in subcommittee meetings.
f.
Reflect on assessment findings in the past year. What do overall program assessment results tell you
and the Division administration about the effectiveness of the program/unit?
Overall assessment results for the past year showed that the BSW program learning outcomes are being met at a
high level of proficiency. The benchmarks for each of the ten core competencies were met. In addition, data
gleamed from satisfaction surveys showed an overall level of satisfaction in the range of excellent to good.
Based on your analysis of assessment data, identify and briefly discuss
i. The areas of excellence (strengths).
The top six strengths for the BSW program are: 1. A structured sequential curriculum connected to the CSWE
mandated competencies; 2. A protocol for advisement which embraces intensive advisement and outreach; 3.
Faculty members who are dedicated and committed to undergraduate education; 4. Students who rate their overall
satisfaction with the program as high on exit and follow-up surveys; 5. Strong community support particularly, as
evidenced by the level of engagement from a variety of diverse community organizations, agencies, and citizen
groups; and 6. Effective use of technology to deliver courses, including distance learning.
ii. The areas for improvement (weaknesses).
The following areas in need of improvement identified via the assessment data are: 1. To implement a technology
based strategy to collect more follow up data; 2. To decrease the advisor/advisee ratio; 3. To continue to develop
training opportunities for external evaluation; and, 4. To reevaluate the entry level activity/social work values
survey.
g. How were assessment results used in the past year to make improvements in student learning and
development and/or program enhancement? What is the impact of assessment data-based innovations?
Please be specific.
Assessment results in the past year were used to support curriculum review and the CSWE self-study.
Modifications in syllabi to include measures of the required core competencies were accomplished. Assessment
data informed the ongoing development of on line courses and are used to facilitate the potential implementation
of an on line degree program.
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ANNUAL ASSESSMENT REPORT SECTION II:
Assessment Process // 2011 -2012
h. Discuss in detail one (1) concrete and documented example of program improvement based on analysis
of specific assessment data for one program outcome
i. Identify the program outcome
To prepare students for beginning professional level employment.
ii. Provide and discuss specific assessment results that initiated action
Results from data collected in the follow up survey activity showed a need for additional support in the area of
employment opportunities.
iii. Describe specific implemented improvement action(s)
The BSW program will reinstate employment oriented seminars for graduating students, beginning Fall 2012.
iv. Describe and discuss the impact of implemented actions.
Not evaluated at this time.
i.
If applicable, discuss how assessment is integrated in the program’s off-site locations and distance
education courses offered by the program. Discuss how the program ensures comparability of student
learning outcomes in face-to-face and distance education settings (academic degree programs only).
Students in the off-site location participate in all of the assessment activities of the host school. All activities are
identical to those of the host school. The integration of assessment activities are ensured and coordinated by the
site coordinator in concert with the program director.
j.
If applicable, discuss how the program ensures the quality of courses offered through consortial and
contractual arrangements (academic degree programs only).
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