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Grade-Induced Beliefs About Undergraduate Generalist Social Work Practice Competency

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  • John H. Noble Jr.

    (Catholic University of America)

  • John J. Stretch

    (St. Louis University)

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.

Suggested Citation

  • John H. Noble Jr. & John J. Stretch, 2002. "Grade-Induced Beliefs About Undergraduate Generalist Social Work Practice Competency," Evaluation Review, , vol. 26(2), pages 213-236, April.
    • Handle: RePEc:sae:evarev:v:26:y:2002:i:2:p:213-236
    DOI: 10.1177/0193841X02026002004
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