HOW TO TACKLE THE SHIFT OF EDUCATIONAL ASSESSMENT FROM LEARNING OUTCOMES TO COMPETENCIES: ONE PROGRAM'S TRANSITION

Abstract

Although the new Educational Policy and Accreditation Standards (EPAS) representa shift from measuring learning outcomes to core competencies, resultsfrom assessments conducted prior to this shift continue to provide useful informationfor program-level assessment and can serve as a baseline as programsredesign assessments for reaffirmation. This paper describes a MSW program'ssystematic assessment of educational outcomes as well as the process toredesign this plan to meet current EPAS. Administrative structure, conceptualmodeling, design, instrumentation, data gathering, and use of results for affirmationand improvement are highlighted. Logistic feasibility and soundmethodology in implementing the redesigning of protocol among various constituents(students, field instructors, alumni) are considered. Discussion aboutcontinued use of this structure using current EPAS is included.