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Includes guidance explaining how to interpret pass rate results, emphasizing that the exams are not educational outcome measures and that passing scores indicate entry-level competence. Discusses limits such as voluntary self-reporting of program identification, possible undercounting of graduates, and caution when interpreting small-N groups, and clarifies first-time versus total group data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aswb-board-of-directors-enclosure-school-passfail-summary-report-bachelors-2014-2018/330233/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aswb-board-of-directors-enclosure-school-passfail-summary-report-bachelors-2014-2018/330233.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does ASWB say about what passing scores on the licensure exam indicate?","Question",{"text":112,"@type":113},"ASWB states that the exam content is limited to knowledge, skills, and abilities required for safe and competent practice, so passing scores should be considered indicators of entry-level competence, not broader educational outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does ASWB caution against drawing broad inferences from small-N groups?",{"text":117,"@type":113},"ASWB explains that reports with small numbers provide a less reliable basis for analysis and that pass rate percentages may reflect differences in ability within the groups. ASWB cautions against broad inferences when the N is 200 or fewer test-takers.",{"name":119,"@type":110,"acceptedAnswer":120},"How do first-time and total group pass rates differ in meaning?",{"text":121,"@type":113},"ASWB notes that first-time test-taker data provide the most accurate indication of passing ability because total group results include candidates retaking the exam after previous failures, which increases the chance of failure compared with first-time 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Dean,MSW.LCSW,OSw-C  \nSecretary  \nLisa Crockwell,MSW.RSW.e:oundlanc arcieb:adol  \nMel Harrington,CSW-PIP  \n# Directors at Large\n\nDeborah Jones,MSW,RCSWBr'tish Coiumbia  \nKenneth Middlebrooks  \nPatricia P.O'Reilly.Ph.D.  \nBrian Philson,LMSW.ACSW  \nRoxroy A.Reid,MSW,Ph.D.LCSW  \nBeatrice Traub-Werner.MSW.RSW  \nKate Zacher-Pate,BA,LSW  \nChief Executive OfficerMary Jo Monahan,MSW,LCSw  \n400 Southridge Parkway  \nSuite B  \nCulpeper,VA 22701  \nt/800.225.6880  \nF/540.829.0562  \ninfo@aswb.org  \naswborg  \nJuly 17,2019  \nJeanette Andonian,DirectorUniversity of Southern Maine71 Bedford StreetMasterton HallPortland,ME 04103  \nDear Dr.Andonian:  \nEnclosed are the pass rate data you requested for your school'sgraduates on the ASWB licensure examination(s).Also includedare data for North America as a whole for comparison purposes.  \nASWB encourages social work academic programs to fullyunderstand the social work licensing examinations and theirrelationship to education.To assist with that understanding,ASWBoffers the following guidance for interpreting these data.  \nThe ASWB examinations are not educational outcomemeasures.  \nThe ASWB examinations are not intended to be “comprehensive”in the academic sense.The content ofa licensure examination islimited to the knowledge,skills,and abilities required for safe andcompetent practice.Exam content reflects only a small portion ofthe material covered in a bachelor's or master's program in socialwork.Therefore,it is not appropriate to consider a passing score ona licensure examination as an indicator of anything other thanentry-level competence required to practice safely.  \nProgram identification is self-reported and voluntary,whichcan introduce inaccuracies.  \nExam candidates are asked to identify their social work program byschool code when they register for the exam.Providing thisinformation is voluntary,and many candidates choose not toanswer this question.It is also possible that candidates select anincorrect school code or may select the correct school code buthave earned a degree in a field other than social work.  \nThe number of graduates who have taken an ASWBexamination may be lower than expected.  \nNot all jurisdictions license all social work categories.Where yourgraduates obtain employment will determine whether they need tobe licensed and whether they need to sit for an ASWB  \nexamination.It is possible that your entire graduate population willnot be accounted for in the enclosed report.For example,if yourjurisdiction does not license BSW social workers,relatively fewgraduates of BSW programs who remain in your jurisdiction aftergraduation will take the ASWB Bachelors examination.  \nInterpretation of low-N data must be approached with care.  \nIn reports such as these,a larger N(number)tends to provide a more reliable basis for anyanalysis.Data for groups with small numbers more likely reflect the ability of the peoplein those groups.This is true of pass rate percentages related to the ASWB examinations.As a general rule,ASWB cautions against drawing broad inferences from groups with anN of 200 or fewer test-takers.  \n“First-time”pass rates with sufficient N's provide the best insights.  \nThese reports include pass rates for both “first-time”and \"total group\"test-takers.From apsychometric standpoint,first-time test-taker data give the most accurate indication ofpassing ability.Results for the total group of test-takers include candidates who areretaking the examination because of a previous failed attempt.The chances of failure aregreater for candidates retaking the exam than for the first-time test-takers.The passingrate is determined by the difficulty of the test form,the cut score,and the quality of thegroup of candidates who take the examination at that particular time.Because the qualityof the group of candidates taking the test varies ","cbCaihZFuC3biAPD","https://ap.wps.com/l/cbCaihZFuC3biAPD","pdf",546416,"English","# Board of Directors\n## Directors at Large\n# Guidance for Interpreting Pass Rate Data\n## First-time vs Total Group Data\n# School Pass/Fail Summary Report\n## Examination: BACHELORS","[{\"question\":\"What does ASWB say about what passing scores on the licensure exam indicate?\",\"answer\":\"ASWB states that the exam content is limited to knowledge, skills, and abilities required for safe and competent practice, so passing scores should be considered indicators of entry-level competence, not broader educational outcomes.\"},{\"question\":\"Why does ASWB caution against drawing broad inferences from small-N groups?\",\"answer\":\"ASWB explains that reports with small numbers provide a less reliable basis for analysis and that pass rate percentages may reflect differences in ability within the groups. ASWB cautions against broad inferences when the N is 200 or fewer test-takers.\"},{\"question\":\"How do first-time and total group pass rates differ in meaning?\",\"answer\":\"ASWB notes that first-time test-taker data provide the most accurate indication of passing ability because total group results include candidates retaking the exam after previous failures, which increases the chance of failure compared with first-time takers.\"}]","ASWB Board of Directors - Enclosure: School Pass/Fail Summary Report - Bachelors - 2014-2018 | PDF",1789987831,13]