Evaluation methods play a key role in measuring student learning outcomes. Yet traditional assessments focus on assessing student satisfaction with instructors or courses rather than their progress toward competencies. In addition, the common pretest-posttest assessment is problematic because of response-shift bias. Although multiple time point assessment is suggested, very little is known about its application and potential in social work education. This research note examines how student self-assessments of their progress on core competencies in an MSW-level social work course change across three time points (pretest, posttest, retrospective test). The findings suggest that students underrated and overrated their competencies at the pretest. We argue that using multiple time point self-assessment addresses this internal validity threat and should be considered in social work course evaluation.