Evaluating a Measure of Student Field Performance in Direct Service

Bogo, Marion; Regehr, Cheryl; Hughes, Judy; Power, Roxanne; Globerman, Judith

doi:10.1080/10437797.2002.10779106

Cited by 98 publications

(87 citation statements)

References 35 publications

(40 reference statements)

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“…3). The likely reasons for leniency and halo effects affecting rating scales like the CΨPRS have been discussed in the literature and include supervisorsupervisee relationship affecting ratings, supervisor role conflicts between switching from formative-supportive supervisory interventions to summative-assessment roles, supervisor perceptions that low ratings may reflect negatively on their supervisory capabilities, and additional demands on time and energy to justify low ratings (Bogo et al, 2002;2004 ; Because the superiority of the VMP over CERF ratings has to be replicated in future studies with larger samples, the potential reasons offered for its merits are no more than tentative. It is possible that adequately standardized vignettes provide supervisors with a rich profile of features that serve to reduce ambiguity and help establish better defined mile stones along the developmental continuum towards competence.…”

Section: Vignette Matching Procedures Vs Cψprsmentioning

confidence: 99%

See 1 more Smart Citation

Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias.

Gonsalvez¹,

Bushnell²,

Blackman³

et al. 2013

Training and Education in Professional Psychology

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Supervisors' ratings of psychology trainees' competence in field settings are a critical component of training assessment. There has been little systematic research regarding the validity of these assessments, but the available evidence suggests we have a problem! Supervisors' judgments may be affected by systemic biases that pose a serious threat to assessment credibility. The current study is part of a research collaboration among six universities that endeavors to develop and evaluate a new method the use of vignettes against outcomes derived from a conventional rating scale. Individual vignettes were designed and subjected to a rigorous process of peer-review and revisions, before final vignettes were assigned calibration scores by a group of experts. A catalogue of vignettes (n = 41) that represent various domains of competence across several developmental stages was compiled. University and field supervisors used the conventional rating scale and the vignette-matching procedure (VMP) to evaluate competencies at end-placement. Data from a pilot (n = 20) and a follow-up study (n = 57) suggest that compared with a conventional rating scale, the VMP reduced leniency and halo biases. The VMP has the potential to improve outcomes of competency assessments in field placements and merits further research and development.

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Section: Vignette Matching Procedures Vs Cψprsmentioning

confidence: 99%

“…Concerns about field supervisor rating biases in social work have led an influential group of researchers to discard rating scale-based instruments and trial the use of vignettes (Bogo et al, 2002(Bogo et al, , 2004. They designed a catalogue of 20 vignettes that offered descriptors of a trainee functioning at different levels.…”

Section: Use Of Vignettesmentioning

confidence: 99%

Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias.

Gonsalvez¹,

Bushnell²,

Blackman³

et al. 2013

Training and Education in Professional Psychology

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“…Attempts to develop reliable and valid instruments and processes in social work and in other professions have been hampered by the lack of standardized definitions of competency and the lack of agreed upon performance indicators (Bondy, et al, 1997;Sliwa & Kowalske, 2000;Siegel & Greenberg, 2000). Poor inter-rater reliability on assessments of student performance have been documented (Bogo, et al, 2002;Gonsalvez & Freestone, 2007;Govaerts, et al, 2006). There is consistent research that suggests that assessors regularly give above average ratings resulting in a ceiling effect, despite obvioius differences in performance among the students (Bogo, et al, 2002;Govaerts, et al, 2006;Muntz, et al, 2004).…”

Section: The Development Of An Online Practice-based Evaluation Tool mentioning

confidence: 97%

The Development of an Online Practice-Based Evaluation Tool for Social Work

Regehr

Bogo

Regehr

2011

Research on Social Work Practice

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Always cite the published version, so the author(s) will receive recognition through services that track citation counts, e.g. Scopus. If you need to cite the page number of the TSpace version (original manuscript or accepted manuscript) because you cannot access the published version, then cite the TSpace version in addition to the published version using the permanent URI (handle) found on the record page.

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“…This information is typically gleaned and scored from such items as personal statements/essays, interviews, non-academic references, and résumés (Miller & Koerin, 1998). A more comprehensive assessment approach that involves multiple admission methods/criteria is often recommended given mixed research findings regarding the efficacy of predicting student performance in the program, particularly performance in field placements (Bogo, Regehr, Hughes, Power, & Globerman, 2002;Fortune, 2003;GlenMaye & Oakes, 2002;Ryan, McCormack, & Cleak, 2006).…”

Section: Gatekeeping By Schools Of Social Workmentioning

confidence: 99%

Social Work Curriculum Review Case Study

Watters¹,

Cait²,

Oba³

2016

cswr

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This paper presents the findings from community focus groups, comprised of social service users, and explores the characteristics of effective social workers. Focus groups were conducted as part of a case study to inform a Master of Social Work (MSW) curriculum review at Wilfrid Laurier University’s Faculty of Social Work. Wilfrid Laurier University has two MSW programs—the MSW Aboriginal Field of Study (AFS) and a non-Aboriginal program. The case for this study was the non-Aboriginal MSW program. Ongoing program evaluation that includes feedback from service users honours the knowledge of marginalized communities, and is an accreditation requirement of the Canadian Association for Social Work Education (CASWE). Four focus groups were conducted with a total of 24 individuals who access programs from human service organizations that provide supportive housing, immigrant, or refugee services in the Kitchener-Waterloo area. Service users identified numerous characteristics of effective social workers, including kindness, cultural awareness, and strong communication skills, as well as the need to articulate and address issues of professional suitability. We conclude by querying whether the typical assessment of MSW students’ suitability for the profession is adequate, and provide the AFS wholistic and comprehensive evaluation as an example of an alternative approach to MSW student assessment.

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Evaluating a Measure of Student Field Performance in Direct Service

Cited by 98 publications

References 35 publications

Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias.

Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias.

The Development of an Online Practice-Based Evaluation Tool for Social Work

Social Work Curriculum Review Case Study

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