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Evaluation Review, Vol. 26, No. 2, 213-236 (2002)
DOI: 10.1177/0193841X02026002004

Grade-Induced Beliefs About Undergraduate Generalist Social Work Practice Competency

John H. Noble, Jr

Catholic University of America

John J. Stretch

St. Louis University

Standardized criterion-referenced achievement testing of undergraduate generalist socialwork knowledge based on correct answers to specific questions is compared to several norm-referencedmeasures of student learning, including student self-reports and the instructor-imposedcumulative grade point average (GPA). Two hypotheses are tested, namely, (a) norm-referencedmeasures systematically overstate content knowledge, and (b) student perception orbelief about the ascribed meaning of the GPA inflates self-rated attainments. The implications ofadditional confirming evidence for the hypotheses are explored with a view to limiting the numberof social workers with undergraduate degrees who are permitted to enter the field each yearoverconfident about their knowledge and practice capabilities.

Key Words: achievement • beliefs • competency • grade inflation • resampling • self-ratings


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