7.3 Evaluation of Student Learning and Performance in Field

Although evaluation of progress in field education should be ongoing, formal evaluation occurs twice each year at semester's end in a (1) First Semester Evaluation, and (2) Final Evaluation. In addition, site visits and consultations during which Field Faculty members discuss progress with the student and/or the field instructor also serve an evaluation function. Sometimes formal or informal consultations also occur privately with only one party present. When private meetings are held, Field Consultants use discretion about what information to share with the other affected party or parties. All evaluation forms are available electronically through our online database, Sonia.

The evaluations are designed to facilitate a discussion between the student, the Field Instructor, and the Field Consultant on the student's progress toward identified competencies. The Learning Agreement and target competencies both guide the evaluation of student performance. Many Field Instructors find it valuable to ask students to review these documents and prepare a self-evaluation to discuss. Interactive discussion between the Field Instructor and student should always precede the Field Instructor completing the written evaluation. Normally, we recommend the Field Instructor consider the student's self-evaluation, refer back to the Learning Agreement and identified competencies, consider their direct observations of the student, consider other relevant sources of evaluative input, and then finalize their written comments for the student. It is also recommended that the Field Instructor discuss the evaluation with the student in a face-to-face meeting. The student may opt to write responsive comments, and the final document should be submitted to the Field Consultant in a timely manner.

First Semester Evaluation

The first semester progress review provides important appraisal to the student as to whether they are progressing normatively or not in field education. Near the end of the first semester, the Field Instructor collaborates with the student to submit a First Semester Evaluation that is due the second week in December. The Evaluation Form emphasizes the student's progress toward becoming oriented to the agency setting and practice assignments; initially engaging with assigned clients or administrative projects; initiating assessments and intervention plans of or with clients or administrative projects; and demonstrating acceptable written and verbal communication, ethical and professional conduct, and commitment to professional growth and development. It also asks the Field Instructor and student to give preliminary competency ratings in these areas on a 3-point, behaviorally anchored scale.

The Field Instructor will be asked to describe the student's observable strengths and improvements, and to identify what would be required for the student to reach the next level of advancement for each area assessed. The Field Instructor and student also typically reflect together on their instructional relationship and how to enhance or improve it.

Finally, the First Semester Evaluation will also outline the activities and competencies that will be addressed, observed, and evaluated in the next semester so that a complete final evaluation may be submitted. The Field Instructor will then enter an overall grade recommendation of "Satisfactory" or "Unsatisfactory."

After receiving the final version of the First Semester Evaluation, students have the option of submitting a response in writing to be considered by their Field Instructor and Field Consultant. The student's assigned Field Consultant is ultimately responsible for submitting the student's official grade in field practicum.

Sample Field Education Progress Review Form

The final evaluation form includes a grid of all nine required competency areas, with an overview of each one and several key variables that are behaviorally anchored along a 3-point competency rating. The sample shown below is related to Competency #9, Professional Growth and Development.

Professional Growth and Development
Takes responsibility for learning and demonstrates initiative. Receives, considers, and integrates feedback from instructors. Demonstrates commitment to continual professional development, life-long learning, and leadership development.

1 - Improvement Desired 2 - Competent3 - Mastery
a Approaches learning in an overly anxious or overly confident manner Demonstrates an appropriate level of initiative and independence Challenges self with diverse assignments that are within reach
b Unprepared for the instructional hour; participates passively Prepares for the instructional hour most of the time; actively participates Prepares thoughtful questions for the instruction; links conceptual and practical aspects of social work
c Fails to sufficiently review own work; lacks insight Able to reflect on thoughts, feelings, values, strengths, and challenges related to performance Consistently demonstrates rigorous self-reflection and high levels of accurate insight
d Appears personally wounded by feedback and responds defensively or with helplessness Receptive to suggestions and accepts constructive feedback when offered Consistently invites feedback from others and demonstrates high levels of emotional maturity and responsiveness
e Unwilling or unable to correct performance at expected rate Demonstrates observable improvements at expected rate Consistently integrates feedback and improves performance at a faster than expected rate
f Strives only to meet the minimum standards As mastery advances, seeks out additional learning activities Always approaches challenges and consistently pursues leadership opportunities

Final Field Evaluation

Toward the end of the second semester, the Field Instructor collaborates with the student to submit a Final Evaluation that is due on or around the second week in April. The Final Evaluation is also designed to assess the student's progress on all nine practice competencies, specific to generalist practice for first-year students or specialized practice for second-year students. The Final Field Evaluation requires both the student and Field Instructor to assess all applicable competency-related areas using an anchored scale as shown above in the first semester progress review example.

The Field Instructor will be asked to describe the student's observable strengths and improvements and to identify what would be required for the student to reach the next level of advancement for each area assessed. Finally, the Field Instructor will enter in an overall grade recommendation of "Satisfactory" or "Unsatisfactory." After receiving the final version of Final Evaluation, students have the option of submitting a response in writing to be considered by their Field Instructor and Field Consultant. The student's assigned Field Consultant is ultimately responsible for submitting the student's official grade in field practicum.