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Research on Social Work Practice
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Assessing Progress Toward Accreditation Related Objectives: Evidence Regarding the Use of Self-Efficacy as an Outcome in the Advanced Concentration Research Curriculum

Gary Holden

New York University

Kathleen Barker

The City University of New York, Medgar Evers College

Gary Rosenberg

Mount Sinai School of Medicine, New York City, gary.holden{at}nyu.edu

Patrick Onghena

Katholieke Universiteit Leuven, the Netherlands

Objective: Assessing the achievement of social work educational outcomes is a requirement of the Council on Social Work Education's Educational Policy and Standards (EPAS). The Evaluation Self-Efficacy Scale (ESE) was created to assess student progress in advanced concentration courses focused on evaluation and thereby provide data regarding attainment of EPAS-related objectives. Method: This social cognitive theory—derived scale was pretested, revised, and then used with a final sample of 85 master's-level students in a single-group, pretest-posttest-retrospective pretest study. Results: Cronbach alphas for the ESE were .94 or greater. Evidence of both content and construct validity was obtained. Conclusion: The results provide evidence that supports the psychometric properties of data obtained using the ESE.

Key Words: accreditation • CSWE • EPAS • educational outcomes • evaluation • outcome measures • self-efficacy • social cognitive theory • social work education

Research on Social Work Practice, Vol. 17, No. 4, 456-465 (2007)
DOI: 10.1177/1049731506297474
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G. Holden, K. Barker, G. Rosenberg, and P. Onghena
The Evaluation Self-Efficacy Scale for Assessing Progress Toward CSWE Accreditation Related Objectives: A Replication
Research on Social Work Practice, January 1, 2008; 18(1): 42 - 46.
[Abstract] [PDF]