Are there differences between halfway and final evaluation that I should be aware of?

While the general processes for completing the SPEF-R© and discussing it with your student at final evaluation are the same as at halfway, there are a number of considerations to keep in mind at this time.

• Base final ratings on your student's overall performance for each item from halfway until the completion of the final evaluation. Where possible comments and feedback should refer to more than one example of your student's performance otherwise she may feel she is being evaluated on the basis of a single incident.
   
• Avoid altering standards. The standards against which you rate the student performance at halfway and final evaluation should remain the same.
   
• Give your student the rating that corresponds with her actual performance. Do not feel she has to automatically "go up a rating" if her performance has shown some improvement. There may be times when the degree of improvement does not correspond to the descriptors of performance at higher levels of the rating scale. Increasing standards on the rating scale is only one way to indicate improvement. The use of verbal and written feedback is a very effective way of highlighting the development you have observed.

  

  How do I let my student know that I have noticed her improvement-even though I couldn't always give her a higher score?

  Listen to a practice educator respond to this question.
  Transcript.

  
   
• Collaborate with university staff in the event that your student is not going to pass the evaluation. Seek their advice and support prior to meeting to discuss the evaluation with your student.
   
• Allocate sufficient time. Ensure that your discussion with your student is not rushed and you have the opportunity to cover any issues fully. For more ideas about this discussion you may like to revisit Communicating Feedback at Halfway.
   
• Consider what your student can bring to the evaluation process. (Remember the Feedback Cycle - Module Two). Be clear about what preparation you would like her to make prior to meeting to discuss the evaluation. Would you like her to complete the SPEF-R© as a self-evaluation? Would you like her to complete a more general self evaluation-identifying and describing specific areas of improvement, and areas where she feels further development is required? How will she provide feedback about the practice placement? Is she required to complete the Student Review of Professional Practice Placement-Revised Edition or some other feedback tool?
  
• Be prepared to substantiate the ratings and feedback you have provided. Some students may wish to discuss and even challenge your decisions. Keep in mind examples of behaviours that illustrate higher standards on the rating scale.
   
• Encourage your student to complete the Resumé Preparation Tool - Record of Professional Practice Placement Experience-Revised Edition. This information is crucial when completing resumés and job selection criteria in the future. The tool was also developed with practice educators in mind. Previously practice educators reported feeling compelled to include background workplace specific information as part of evaluation summaries-this is no longer necessary. Your student will detail this information for herself when she completes the tool.

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