How can I include my student in the process

Module two has reinforced the importance of actively engaging your student in evaluation processes so she is more likely to learn from and act upon your feedback.

At halfway this can be done in a number of ways.

• Self evaluation. Consider asking your student to self evaluate using the SPEF-R^©. It may be useful to let her know that you understand that this can be an uncomfortable experience. Reinforce that you are interested in seeing if you both identify similar general strengths and emerging skills, and that the focus is not on 'matching' specific ratings item for item. You may also like to highlight why self evaluation is a valuable learning process, not only as a student but also later as an occupational therapist.

  

  Should I ask the student to self evaluate using the SPEF-R^©?

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• Halfway evaluation is a great time to get feedback from your student. Find out what you can do to help him make the most of the remaining time. You could seek feedback about workload, clarity of expectations, level of independence, your availability etc. Consider using the SPEF-R^© Student Review of Professional Practice Placement. Seeking evaluative feedback is sometimes referred to as 'closing the feedback loop' and may help your student feel listened to and understood. She may subsequently be more willing to take on board your feedback.

  

  How do I use the Student Review of Placement?

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Next ---> Communicating Feedback at Halfway