Transcript Slide 1

Providing Effective Feedback
and Evaluation of
Competency Development
UW School of Social Work
Field Educator Training Program
Evaluation Competency
Objectives:
• 1) Describe the elements and importance
of constructive feedback during competency
development;
• 2) Provide effective feedback and
documentation in a review of progress
towards CSWE competencies,
• 3) Identify evaluation requirements on
STAR format;
• 4) Write an effective quarterly evaluation
and competency assessment
Research on Feedback
• CSWE emphasizes focus on outcomes
and feedback on competency
development in ten domains
• Research indicating that students prefer
field instructors who
– give them ongoing and critical feedback
– regarding their performance in the field
placement
(Freeman, 1985; Ellison, 1994; Fortune & Abramson, 1993; Fortune at al, 2001).
Talking about Competency
Development: Handout 7A
Discuss and consider these terms:
 What is the goal of feedback?
 Your experience with evaluations: What worked, what
didn’t?
 Define feedback that has helped change behavior
positively
 Describe the difference between ‘critical’ and
‘constructive’ feedback
 How to help students achieve competency in practice
behaviors and activities?
 What challenges do you anticipate in evaluation?
Elements of Effective Feedback
(adapted from Freeman, 1985; Bogo & Vayda, 1998)
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Clear Guidelines for Performance
Direct Observation
Empathy
Timeliness
Regularity
Balance
Conciseness and Directness
Follow Up
Know your Student
EXERCISE 7B: Case Scenario
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Access Handout 7B
Listen to case scenario
Determine needed feedback
Design an feedback statement, including
– Your observations
– Student’s strengths and deficits in situation
– Comment regarding practice standards
– Coaching regarding options and expectations
Summary points:
Feedback in a Teaching Role
– The goal of feedback in field instruction is learning;
– Mistakes and errors in judgment are expected
– Critical feedback = addressing professional conduct
and performance that significantly influences the
effectiveness of practice
– Constructive feedback means providing corrective
instruction in a respectful and positive manner
– Approach student progress towards competencies as
developmental and dependent on adequate guidance,
feedback, and individualized plans
The Summative Evaluation
• Formal evaluation at the end of each
quarter
• Provides review and summary of all
activities and progress in developing new
competencies
• Use elements of effective feedback during
in the summative evaluation conference
and in the written document
Points to Consider in Evaluation
1. Be aware of stress among students;
2. Spend a significant amount of time completing
the evaluation;
3. Base the final evaluation on clear guidelines
set at the beginning;
4. Evaluate your student objectively;
5. The evaluation should review strengths as well
as areas for further growth;
6. Illustrate that the summative evaluation is a
review.
CSWE Competency Review
Review Competencies & Practice
Behaviors(Handout 7C)
• Assign/Choose a Foundation or
Concentration Competency and related
Practice Behaviors Review student
activities in an area of competency
• Reference a student activity from Learning
Contract
• Consider student activities in this area
• Review quarter supervision and response
Reference Methods of
Assessment
Assessment/Measurement Methods may Include:
Observed practice
Review of oral/written reports
Review of video/audio tapes
Submission
of reflective journal entries
Presentations to field instructor, staff
Feedback re case/project consultations
Documentation of assessments, interventions
Competency Ratings and
Competency Criteria
• REVIEW HANDOUTS 7E.1 and 7E.2:
– Competency Criteria for BASW/Foundation or
Advanced MSW Students
• Competency criteria are designed to help
instructors rate and articulate how well students
are developing skills in each learning objective
• Ratings range from 0 -5 and include:
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No opportunity to assess
Student unable to learn in this area
Identifying Problems (contact Faculty Liaison)
Building Knowledge and Skills,
Applying Knowledge and Skills, and
Mastering Knowledge and Skills.
FEEDBACK on Targeted
Behaviors
– EXAMPLES: Use interactive STAR format:
– Share experiences with student situations and
corrective feedback provided in evals
– Correlate situations to practice behaviors that
could be targeted for improvement
– Frame constructive feedback that provides
• Information and/or observations about actions
• Self-assessment of effect on others
• Your analysis, suggestions, and directions
INTRO to STAR
• System to Administer Records
• Access via UW Net ID or Protect Net ID
• Contract lists activities to support
competency development
• STAR Evaluation has
– Cover sheet information (hours, signatures)
– student component for activity review and
learnings
– PI rating and supporting statements
REQUIREMENTS FOR UW SSW
QUARTERLY EVALUATION
1. Students notified of evaluation deadline in
email and student mailfiles
2. STAR Beginning Tab Requirements :
• Student portion: activities and reflections on competency
growth
• verification of hours spent in practicum
• recommendation of credit / no credit;
3. PI adds Narratives and Ratings section
• due 1 week before the end of every quarter or when
registered credit hours are completed;
• Electronic signatures by student and PI: PI submits
Student and Instructor Narratives: Areas
of Competency, Areas for Growth
• Describes PI observations of student
performance in agency-specific activities;
• Insure that students complete both their
sections:
– documenting quarterly activities and
– describing how their competencies are developing in
specific terms, including areas for growth or focus
• Base evaluation on conversations that review
accomplishments and challenges and set
priorities for the next quarter
General Evaluation Requirements
• Students and PIs access and submit evals on STAR
through star.socialwork.uw.edu
• After submission, Field Faculty review evals online and
process grades during the final week of each quarter.
• Credit hours must be completed satisfactorally for
credit, assigned by the Field Faculty or Director.
• Priorities for targeted growth or new projects the next
quarter should be included in student and PI narratives
• Field Faculty should be involved with any students and
Pis experiencing difficulty or lack of progress
• No surprises! Supervision should have provided
feedback all along
EXAMPLES OF WELL- WRITTEN
EVALUATIONS
Exercise: REVIEW HANDOUT 7E: Examples of
Well-Written Evaluations
• Note constructive and comprehensive
feedback about student abilities and
priorities for future learning
• Note behaviorally specific descriptors of
activities and abilities
• Note developmental processing of
addressing challenges
WRITING EVALUATIVE
STATEMENTS
• Review HANDOUT 7F: WRITING
EVALUATIVE STATEMENTS
• Choose two practice behaviors from the
student’s instructional level;
• Write two sentences, one positive, one
describing an area for growth;
• Write evaluative statements based on behavioral
observation or other feedback to support the
evaluative conclusion;
• Share and discuss any final concerns, questions