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• W3217185586 abstract "ABSTRACTDue to COVID-19, many higher education institutions abruptly transitioned to virtual instruction. For social work programs in the United States, this included supervised field education learning experiences. This shift allowed little time to adapt assessment outcome procedures. Considered the signature pedagogy in social work education, field enables students to integrate knowledge and practice skills in real practice situations. Multi-dimensional methods are used to assess this integration of classroom and field curricula. Program assessment methods can differ across social work education programs. Educational disruptions due to COVID-19 suggest a need to reimagine skill assessment in social work education. Due to the pandemic’s impact on skill assessment practices, this article discusses the ethical and implementation issues that should be considered in relation to field and classroom education. Adaptations to assessment practices to ensure evidence of student learning outcomes are explored.KEYWORDS: Program assessmentMSWfield educationskills assessmentCOVID-19 Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsA. J. KeeneyA. J. Keeney is an assistant professor and program assessment coordinator at San Diego State UniversityE. I. ByrnesE. I. Byrnes is a professor and former assessment coordinator at Eastern Washington UniversityJ. A. YoungJ. A. Young is an associate professor and assessment coordinator at California State University San MarcosB. BeecherB. Beecher is a professor and department chair at California State University San Marcos" @default.
• W3217185586 created "2021-12-06" @default.
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• W3217185586 date "2021-11-22" @default.
• W3217185586 modified "2023-09-25" @default.
• W3217185586 title "Beyond COVID-19: what’s next for skill assessment practices in social work education?" @default.
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• W3217185586 doi "https://doi.org/10.1080/02615479.2021.2003321" @default.
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