Title of

presentation

umanitoba.ca

Welcome Final Evaluations

Welcome

Today we will be talking about Final Evaluations and Field Experiences

Joan Churleyjoan.churley@ad.umanitoba.ca

Adobe Protocol

• Check microphones to ensure they are working (check help wizard)

• Turn microphones OFF if you are not speaking

• If you do not have a microphone use the chat to communicate

• Please do NOT touch the power points at any time throughout the presentation (copies are on our website)

X

Final Evaluations

• The Final Evaluation represents a formal evaluation that will be submitted to the Faculty of Social Work to inform a Pass or Fail in 3150 or 4120 (Practicum Placements)

• Please ensure that you fax the Grade Submission page of the evaluation to us. Our fax number is 204-474-7594

• The evaluation forms are available online and can be sent electronically our website is:

• http://umanitoba.ca/social_work/programs/ddfieldinfo.html

Please:

• Use the online evaluation form• They are easy to use• Can be emailed back and forth for

comments prior to your final meeting

• As a program we are working very hard at trying to become paperless…..

Evaluation should be Objective and Fair

• Address competencies from the evaluation form

• Student should be given ongoing feedback and ways to improve performance

• Evaluation should document examples of performance

• Should be connected to the learning contract

• Students in 3150 should use the evaluation to develop learning contract for 4120

Suggested format

• Student and Field Instructor rate separately

• Once ratings have been established get together to discuss

• Do not have to achieve consensus• Discussion of how you assigned the

rating is very important• PASS or FAIL grade

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal OrInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent AND Reliable Performance,Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY MIDTERM

FINAL

2.1 Understands the purpose, mandate, and function of the agency. (1)

    INSTRUCTOR

    STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

    INSTRUCTOR

    STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)

    INSTRUCTOR

    STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (2)

    INSTRUCTOR

    STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)

    INSTRUCTOR

    STUDENT

2.6 Develops effective working relationships with agency personnel. (2)

    INSTRUCTOR

    STUDENT

2.7 Can describe linkage between agency and community. (2)

    INSTRUCTOR

    STUDENT

2.8 Demonstrates a sound knowledge of community resources. (2)

    INSTRUCTOR

    STUDENT

2.9 Refers people appropriately and effectively to community resources.(3)

INSTRUCTOR

STUDENT

2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4)

INSTRUCTOR

STUDENT

Address competencies from the evaluation form

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal orInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent and Reliable Performance,

Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

1. PROFESSIONAL VALUES MIDTERM

FINAL

1.1 Verbalizes understanding and knowledge of Social Work principles and values. (1)INSTRUCTOR

STUDENT

1.2 Strictly complies with confidentiality guidelines. (1)INSTRUCTOR

STUDENT

1.3 Is able to provide information about services to the client. (1)INSTRUCTOR

STUDENT

1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms, value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and collateral systems. (2)

INSTRUCTOR

STUDENT

1.5 Is committed to ongoing professional development. (2)INSTRUCTOR

STUDENT

1.6 Demonstrates the ability to differentiate the role and activities of Social Workers from other helping professionals. (2)

INSTRUCTOR

STUDENT

1.7 Focuses on client empowerment, self determination and respects individuality. (3)INSTRUCTOR

STUDENT

1.8 Demonstrates sensitivity to ethical issues, seeking consultation as necessary. (3)INSTRUCTOR

STUDENT

1.9 Demonstrates ability to use and become comfortable with authority when appropriate; (a) agency purpose & program; (b) professional role. (3)

INSTRUCTOR

STUDENT

1.10 Knows how to plan and organize field placement responsibilities. (3)INSTRUCTOR

STUDENT

1.11 Takes initiative and responsibility for all aspects of own professional role. (4)INSTRUCTOR

TERM 1 - MIDTERM TERM 2 - FINAL

(a) Strengths demonstrated by student: (a) Strengths demonstrated by student:

(b) Areas for development/future learning goals for student:

(b) Areas for development/future learning goals for student:

Evaluation should cite examples of performance

Should be connected to the learning contract

• Students in 3150 should use the evaluation to develop learning contract for 4120

• Please note that your final evaluation from 3150 will be sent to your Field Instructor for 4120 and should be used to build a new learning contract.

1.

2.

3.

4.

5.

WHAT is to be learned

HOWWill you learn

this? What activities are

required?

WHO/WHERE will you go/ask

for help?

HOW do you prove

that you have successfully achieved the

objective

WHENtimelines

Connect learning contract to evaluation

• Refer back to the learning contract• Spells out what you intended to do• How did you do it ?• What happened if you didn’t, look to the

learning goals to provide examples • Al and Joan do look at the learning

contract when there are discrepancies in the final evaluation

1 2 3 4 5 N/A

UnsatisfactoryPerformance

Marginal OrInconsistentPerformance

Has Understanding OfAnd Is Beginning To

Undertake Action

Usually Consistent AND Reliable Performance,Beginning To InitiateAction Independently

Exceptional PerformanceThat Shows ConsistentInitiative And Analytic

Abilities

NotApplicable

UNSATISFACTORY (FAIL) SATISFACTORY (PASS)

PERSONAL AND PROFESSIONAL ATTRIBUTES

2. EFFECTIVENESS WITHIN AGENCY AND COMMUNITY MIDTERM

FINAL

2.1 Understands the purpose, mandate, and function of the agency. (1)

    INSTRUCTOR

    STUDENT

2.2 Is able to articulate the concerns of the client population serviced by the agency. (1)

    INSTRUCTOR

    STUDENT

2.3 Understands the relationship between policy and practice as it relates to agency functions. (2)

    INSTRUCTOR

    STUDENT

2.4 Understands the strengths and limitations of the service delivery system. (2)

    INSTRUCTOR

    STUDENT

2.5 Is able to describe power structure and understands the lines of authority within the agency. (2)

    INSTRUCTOR

    STUDENT

2.6 Develops effective working relationships with agency personnel. (2)

    INSTRUCTOR

    STUDENT

2.7 Can describe linkage between agency and community. (2)

    INSTRUCTOR

    STUDENT

2.8 Demonstrates a sound knowledge of community resources. (2)

    INSTRUCTOR

    STUDENT

2.9 Refers people appropriately and effectively to community resources.(3)

INSTRUCTOR

STUDENT

2.10 Develops effective working relationships with community residents and when necessary may be involved in conflict resolution with residents/clients, agency, and community. (4)

INSTRUCTOR

STUDENT

Lets look at the scoring on the evaluation

Halo effect a perfect “5”

Exceptional performance that shows consistent initiative and analytic abilities• “Everything is perfect”- if a student receives

a perfect “5” in all areas of the evaluation then you must ask yourself what is there left for the student to learn.

• It is not unusual for a friendship to develop between the Field Instructor and student. It is important that this be acknowledged and the “halo effect” be avoided.

“4”

Usually Consistent and Reliable performance, Beginning to Initiate Action Independently

• A 4120 student would look very different than a 3150 student. Expectations would be higher and student would be able to consistently perform required tasks (assessment) with little or no supervision

“3”

Has Understanding of and is beginning to undertake action• Once again a 3150 student would have

a good understanding of the policies and procedures of the agency, a 4120 student might be able to apply, articulate and possibly critique and discuss the policies in a way that is connecting theory to practice.

2

• Marginal or Inconsistent Performance

• Should not create any surprises( if there are issues they should have been discussed prior to final)

• If a student has been having difficulties this should have been dealt with on an ongoing basis

2 Marginal or Inconsistent Performance

• When discussing marginal or inconsistent performance give case examples of when the student performed OR how they could have done something differently or better to increase performance

Unsatisfactory performance

• If a student receives several unsatisfactory performances in their final evaluation this may indicate that the student is failing

• Areas requiring improvement should be identified

• Al or Joan must be contacted to discuss the performance of the students and the outcome of the final evaluation

Addendum

• If a student receives an unsatisfactory grade there are several options:

• Student will receive a fail and be required to repeat the practicum

• Student will be given an opportunity to address the failing areas, an addendum requiring additional hours to address the failing competencies

• The addendum is developed between the student, Field instructor, Field coordinator, Field Liaison

Differences/Discrepancies

• If a student and Field Instructor do not agree and cannot come to an agreement regarding a rating or the outcome of the evaluation please contact Joan to discuss the matter.

• Joan would then become involved to help mediate the issue and come to a determination regarding the outcome of the evaluation.

Final Evaluations

• Opportunity to hear from peers and agency staff members. Field Instructor has an opportunity to call on co workers and other staff /agencies to provide feedback on student performance.

• Opportunity to hear feedback about performance and identify areas that the student or potential Grad, may concentrate on, in terms of professional ongoing development.

3150 Final evaluations

• 3150 evaluations are extremely important as the evaluation follows the student to the next field

• When completing the evaluation please ensure that all competencies are filled out and each area is discussed.

• Strengths should be identified with examples• Areas requiring improvement should be

identified

3150/4120 Comment section

• Very important • Provides feedback• When asked for reference we go to

the student ‘s evaluation and use the comments as a reference for reference

3150

• Areas requiring improvement should be transferred to the next placement and built into the learning contract.

• Provide example of what needs to be accomplished to meet competency

4120

• Represents the final practicum placement and should discuss the strengths of the student as well as the areas that require development.

• You are encouraged to remember that learning is far from over.

• Social workers are committed to being lifelong learners.

• We must consistently learn new theories, read about changes and follow society to ensure that we are keeping up with the “issues” of today.

3150 and 4120

• When completing your final evaluation it is important to discuss positive and negative experiences, feelings and reactions to field.

• The final evaluation can be a good learning experience for both field instructor and student. Students can speak to how the placement has shaped them as a worker.

3150 /4120

• Opportunity for the student to articulate what was helpful about the placement and what areas could be improved to facilitate better learning.

Questions?Thank you for attending todays sessions.

If you have any questions please contact Joan at joan.churley@ad.umanitoba.ca Or call me at 204-474-6812

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umanitoba.ca