1. Building an assessment framework:
Processes, measures, training, and challenges
Wendy Smith, Ph.D., LCSW
Shelley Levin, Ph.D., LCSW
Betsy Phillips, Ph.D. LCSW

2. Assessment Outcomes & 5. 5. 5. Program Improvement:
1. Framework Development:
Goals: reaffirmation & school
2015 EPAS
Holistic assessment
Use of field model
2. Creation and Use of Assessment Tool:
Competencies & Behaviors
Specialized practice
Mapping across curriculum
Training materials & videos for faculty
3. Data Collection:
Manual data entry
Electronic data entry
4. Analysis of Results:
independendent contractor
SLO Workgroup (representatiive faculty)
Outcomes & Program Improvement:
Present findings to faculty
Explicit and implicit
Curriculum/program changes
Changes to assessment framework

3. Framework development
CSWE reaffirmation and 2015 EPAS
School of social work goals: evaluation of new curriculum; program improvement
Need for new assessment tool
Large, complex program, including virtual program option

4. Key principles underlying assessment framework
Assessment over time. Field assessment instrument should enable assessment over time, from first semester through fourth semester, with expectations for level of competency increasing.
Curriculum assessment should be holistic. Faculty assessment of student competency as demonstrated in classroom should be decoupled from exclusive dependence on grades.
Faculty should be engaged in assessment process. Faculty members participate in development of framework and instruments, receive training and support to complete assessments, and are involved in discussion of findings and implications for program improvement.

5. Assessment tool: explicit curriculum
Development of specialized competencies & behaviors
concentrations and departments
Competency mapping process
Faculty involvement
Development of rubric, based on field model

6. Faculty training Department meetings Written guidelines Online video
In person training/discussion

7. Data collection Faculty rate behaviors for every student in each class
Manual data entry
Excel
Electronic data entry
Salesforce
Faculty support during data collection Faculty support during data collection

8. Analysis of results Independent contractor provides data analysis
Student Learning Outcomes Workgroup
Standing committee of Curriculum Council
Representative faculty – lines and departments
Discuss findings and implications
Implicit curriculum assessment
Employer survey
Student survey on diversity

9. 2015 EPAS Field Practicum Assessment Semesters 1 and 22 3 4 5 6 7 8 9 10 2 
Red = Does not meet expectations Green = Meets expectations Blue = Exceeds expectations
Competency 2: Examples of Generalist Practice Behaviors
2a. Communicates their understanding of the importance of diversity and differences in shaping life experiences as learners.
(Example: The student respects and encourages involvement from family members to develop a case plan that reflects their cultural values.)
2b. Engages clients and constituencies as experts of their own experiences. Constituencies include individuals, families, groups, organizations, and/or communities.
(Example: The client has a mental illness. The student respectfully asks her todescribe her experience in the home environment where mental illness is stigmatized.)  

10. 2015 EPAS Field Practicum Assessment Specialized Practice
Sem 3 1 2 4 5 6 7 8 9 10
Sem 4
Red = Does not meet expectations Green = Meets expectations Blue = Exceeds expectations
Competency 2: Examples of Specialist Practice Behaviors (Adults and Healthy Aging)
2a. Recognizes and communicates understanding of how diversity and difference shape human
experience and identity for adults of all ages when addressing their mental and physical health and well-being.
2b. Consistently applies an intersectional framework with individuals, groups and families that considers
multiple factors, including age, class, color, culture, disability and ability, ethnicity, gender, gender identity,
immigration status, marital status, political ideology, race, religion/spirituality, sexual orientation, and tribal
sovereign status when addressing the mental and physical health of adults of all ages and their families.

11. Challenges in field assessment
Grade inflation
Solution: comments required for entries in blue zone
Field instructors have difficulty understanding item(s)
Solution: Examples provided for each item
Training provided to faculty and field instructors on use of assessment tool.

12. Challenges in curriculum assessment
New EPAS
New curriculum
On ground (local and regional) and virtual (national) programs
Existing assessment framework was unsatisfactory
Creating specialized competencies simultaneously with creating assessment framework

13. Program Improvement
Presentation of findings to faculty and administration
Plans for curriculum, field, and program improvement
Modifications to assessment framework for next round.

14. Contacts for further information
Wendy Smith, Associate Dean, Curriculum Planning & Assessment.
Betsy Phillips, Assistant Dean, Faculty Development.
Rona Smith, Assistant Dean, Academic Affairs.