Providing Effective Feedback and Evaluation of

Competency DevelopmentUW 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

didn’t? 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– Student’s 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.

CSWE Competency 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 reportsReview of video/audio tapesSubmission of reflective journal entriesPresentations to field instructor, staffFeedback re case/project consultationsDocumentation 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 student’s 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