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

Although the new Educational Policy and Accreditation Standards (EPAS) represent a shift from measuring learning outcomes to core competencies, results from assessments conducted prior to this shift continue to provide useful information for program-level assessment and can serve as a baseline as programs redesign assessments for reaffirmation. This paper describes a MSW program's systematic assessment of educational outcomes as well as the process to redesign this plan to meet current EPAS. Administrative structure, conceptual modeling, design, instrumentation, data gathering, and use of results for affirmation and improvement are highlighted. Logistic feasibility and sound methodology in implementing the redesigning of protocol among various constituents (students, field instructors, alumni) are considered. Discussion about continued use of this structure using current EPAS is included.