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Section 3.09.05: Educational Agreement: Evaluation Procedures

Evaluation is both an individual and a shared process and should be considered a springboard for growth. Interaction in each student-field instructor supervisory conference has evaluation components. At the end of every term, the Educational Agreement form serves as the evaluation tool whereby the student provides self-ratings and field instructor provides final ratings of the student based on the student's completion of assignments and the level of competence with the practice behaviors.

Positive learning requires constant feedback. Therefore, students should be kept informed as to how they are doing throughout the placement as opposed to receiving all feedback at the end of the term. The regular supervisory conference held with the student the field instructor(s) is a vehicle for feedback. While a formal written midterm evaluation is not required, all students and field instructors should engage in a formal conversation to verbally dialogue about the student's performance at the midpoint in each term. The field faculty member is always available to assist in the midterm discussion.

End-of-Term Evaluation Process Using the online Educational Agreement
At the end of the term, the student will provide self-ratings of competency development which will be reviewed and discussed with the field instructor. The field instructor will provide final ratings on each competency, using the scoring system below. The final evaluation is a course assignment. If the final evaluation is not completed by the established deadline, the student may not qualify for a passing grade for the course. If the student is graduating, it may mean that the diploma will not be granted until a subsequent term.

The Rating System on the Educational Agreement Form
Not Competent: Student does not demonstrate command of basic knowledge and/or the
ability to integrate and apply knowledge to practice, as evidenced by the student's performance
of the competency's assignment and practice behaviors. Student does not appear to learn from
supervision and coaching.
Limited Competence: Student demonstrates limited and/or inconsistent understanding of
basic knowledge, values and skills as applied to practice, as evidenced by the student's
performance of the competency's assignment and practice behaviors. There is concern
about the student's knowledge and practice level. More than usual amount of supervision
may be required.
Emerging Competence: Student demonstrates a beginning or growing ability to integrate
basic knowledge, values, and skills as applied to practice. This includes an understanding
of what questions to ask and an awareness of how problems and solutions are connected,
as evidenced by the student's performance of the competency's assignment and practice
behaviors. The student has the ability to function semi-independently with appropriate
supervision and support.
Competence: Student demonstrates a consistent understanding and routine ability to
integrate basic knowledge, values, and skills as applied to practice. This includes an
understanding of the complexity of situations, the ability to manage their emotions, examine
information, and recommend solutions, as evidenced by the student's performance of the
competency's assignment and practice behaviors. The student has the ability to function
independently with appropriate supervision and support.
Advanced Competence: Student demonstrates exceptional depth of understanding and
ability to integrate knowledge, values, and skills to practice in a variety of ways. Student
anticipates challenges and deals with complex situations holistically. Student displays sound
judgment and problem-solves unusually well in novel, diverse and difficult practice situations,
as evidenced by the student's performance of the competency's assignment and practice
behaviors. The student functions independently and appropriate seeks supervision as
consultation.

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