Direct and Indirect Measures of Learning Outcomes in an MSW Program: What Do We Actually Measure?

Calderon, Orly

doi:10.1080/10437797.2013.796767

Cited by 24 publications

(14 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite being associated with accredited universities, professional graduate programs typically fall under the additional scrutiny of accrediting bodies charged with oversight of specific professions. For example, the Council on Social Work Education (CSWE) monitors social work education, specifically the Master of Social Work (MSW) degree, and the American Library Association (ALA) oversees various master's programs for library science throughout the United States and Canada (Applegate, 2006;Calderon, 2013). Likewise, the National Association of Schools of Public Affairs and Administration (NASPAA) reviews graduate public affairs programs for adherence to specific standards (Powell, Saint-Germain, & Sundstrom, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Consequently, even though survey data and faculty accomplishments might be referenced by programs seeking accreditation or reaccreditation, the program now must provide evidence of a continuous outcomes assessment cycle resulting in an improved curriculum to enhance learning. Assessment of student learning and mastery of specific standards and professional competencies are primary (Applegate, 2006;Calderon, 2013;Lattuca, Terenzini, & Volkwein, 2006;Pinto, Fernandez-Ramos, Sanchez, & Meneses, 2013;Powell et al, 2014;Rogers & Goktas, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Direct measurements, such as tests or practical experiences, are accepted by higher education as true, valid demonstrations of what content actually has been learned, and indirect measures are thought of as only indicators that some learning has occurred, even though they provide students the opportunity to think seriously about their learning (Applegate, 2006;Calderon, 2013;Suskie, 2004). One form of indirect measures frequently used by professional graduate programs is the self-assessment survey (Applegate, 2006;Calderon, 2013;Pinto et al, 2013). Students are asked to evaluate their knowledge and abilities related to the program-specific competencies issued by the program's accrediting body, thereby calling for a high level of self-awareness and integrity on the part of the student.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The perception of learning is viewed separately from actual attainment of skills and competencies and the survey may really reflect different aspects, such as satisfaction with more social or emotional experiences during the program. Calderon (2013) concluded that further research is needed to identify the factors related to a student's learning experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Some of the authors reviewed in the literature were investigating the use of self-assessment as one way to meet accreditation requirements (Calderon, 2013;Pinto et al, 2013;Rogers & Goktas, 2010). Others embraced the need for a variety of assessments, both direct and indirect, depending on whether formative or summative data was desired.…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

Developing Competency-Based Assessment for Library Professionals

Harhai

Krueger

2015

palrap

View full text Add to dashboard Cite

The assessment process for student learning is often influenced and guided by welldefined standards and competencies dictated by various accrediting bodies that oversee graduate professional programs culminating in the master's degree. When applied in an accredited library and information science (LIS) program, traditional assessment techniques, such as portfolios, grades, and authentic assessments, consistently affirmed student high performance, leaving little room to demonstrate student learning and program improvement. Consequently, the program redefined its assessment plan through the development of a pre-/post-test survey instrument that aligned with learning outcomes, the curriculum, and professional competencies. Pre-test responses were analyzed through SPSS software to ascertain initial findings and effectiveness of the instrument to gauge student learning and workplace performance. Implications for student advisement, curriculum adjustments, program improvement, and strengthening the assessment plan for accreditation emerged. Areas for further development, particularly in the work environment, and research were also identified.Diverse graduate studies permeate the university landscape. Master's work is often considered the essential, terminal degree for a variety of professional programs that derive their value from accreditation. Respective accrediting organizations, professional associations, or agencies issue standards for programs to follow and competencies for students to achieve. Accreditation is awarded or continued according to how well the master's programs demonstrate compliance to standards and how well students demonstrate achievement of competencies expressed as learning outcomes. Even though many indicators of graduate program quality are already in place, effectively demonstrating student achievement of learning outcomes remains a challenge. This study demonstrates

show abstract

Section: Literature Reviewmentioning

confidence: 99%