Presentation on theme: "Providing Effective Feedback and Evaluation of Competency Development UW School of Social Work Field Educator Training Program."— Presentation transcript:
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 didnt? 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) 1. Clear Guidelines for Performance 2. Direct Observation 3. Empathy 4. Timeliness 5. Regularity 6. Balance 7. Conciseness and Directness 8. Follow Up 9. Know your Student
EXERCISE 7B: Case Scenario Access Handout 7B Listen to case scenario Determine needed feedback Design an feedback statement, including –Your observations –Students 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.
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: – 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 students 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