MSW 648/658 – ADVANCED YEAR FIELD EDUCATION STUDENT EVALUATION
This evaluation is to be completed by both the Agency Field Instructor and student. The field
instructor will score the student’s performance under the field instructor column and the student will
rate their performance under the student column. Advanced practice incorporates all of the core
competencies augmented by knowledge and practice behaviors specific to an area of focus. Please
indicate after each set of practice behaviors what population the student mastered these competencies
with. Both parties should discuss the evaluation when completed. The evaluation will be submitted
by the Agency Field Instructor and student by the date noted on the Field Education Calendar.
Student____________________________________________________________________________
Agency Field Instructor: ______________________________________________________________
Agency: ___________________________________________________________________________
Faculty Field Liaison: ________________________________________________________________
Number of Field Practicum Hours completed at end of semester: ______________________________
Please provide a brief description of your Agency:
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Please provide a brief description of current learning activities in which the student is participating:
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The field instrument consists of ten student competencies that relate to the overall MSW Program
Objectives. Each section includes articulated field learning objectives, all of which are to be evaluated.
The NA category should be used when the field instructor has not been able to evaluate the student’s
performance in that area. When reviewing the evaluation together please note that areas that were rated
NA by the field instructor should also be rated NA by the student. Every effort should be made to include
learning tasks the following semester to address areas rated NA. Please use the following key in
evaluating your students:
EVALUATION KEY
NA -
No opportunity to develop this skill in this setting as of yet/or the field instructor does
not have evidence needed to make a judgment.
1
-
Unacceptable: Student shows little evidence of understanding the concept and/or demonstration
of skill development.
2
-
Beginning Skill Development: Student shows some understanding of the concept and is
beginning to recognize in hindsight how it might have been applied in practice situations.
3
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Progressing in Demonstration: Student understands the concept and demonstrates the skill but
performance is uneven. Needs time and practice to be more consistent.
4
-
Consistent Demonstration of High Level of Skill Development: Understands the concept and
demonstrates the skill with consistency.
5
-
Exceptional Demonstration of Skill Development. The skill is an integrated part of the student’s
stance and style. Student exhibits independence, creativity and flexibility in use of the skills.
This category is to be used with great discretion
NARRATIVE SECTION
Please use narrative section to individualize your student's evaluation. The narrative is an important and
necessary part of the evaluation. Your comments personalize and clarify for your students the essence of
your evaluation of their work. It is important to comment on areas that need work, as well as areas in
which the student excels. It is essential for the student and the School to have this section completed.
Advanced Year Expectations
First Semester (Mid-Year Evaluation):
The expected levels of performance for a first semester student are levels 3 and 4. The liaison should be
contacted under the following circumstances:
- If a student is performing at level 1 on any specific behavioral measure;
- If a student is performing at level 2 on more than 25% of the behavioral measures in any one of
the core areas.
Second Semester (Final Evaluation):
The expected levels of performance for a second semester student are levels 3, 4 and 5. The liaison must
be contacted under the following circumstances:
- If a student is performing at level 1 or 2 any specific behavioral measure
SWRK 648-658 ADVANCED YEAR STUDENT FIELD EDUCATION EVALUATION
1. Student identifies as a professional social worker
and conducts himself/herself accordingly.
Fall
Student
Instructor
Spring
Student
Instructor
Advocates for client access to services
Practices personal reflection and self-correction to assure
continual professional development
Attends well to professional roles and boundaries
Demonstrates professional demeanor in appearance
Demonstrates professional demeanor in communication
Uses supervision and consultation effectively
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
2. Student applies social work ethical principles to his
or her professional practice
Fall
Student
Instructor
Spring
Student
Instructor
Recognizes and manages personal values in a way that
allows professional values to guide practice
Abides by the ethical standards of the profession
Tolerates ambiguity in resolving ethical conflicts
Applies strategies of ethical reasoning to arrive at
principled decisions
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
3. Student applies critical thinking to inform and
communicate professional judgments
Fall
Student
Integrates multiple sources of knowledge, including
research based knowledge and practice wisdom in problem
solving.
Instructor
Spring
Student
Instructor
Considers different perspectives in developing the
approach chosen for assessment, prevention, intervention
and/or evaluation
Demonstrates effective oral communication
Demonstrates effective written communication
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
4. Student understands diversity and difference and
Fall
Spring
understands the influence of these factors on the
Student Instructor Student Instructor
human experience.
Recognizes the extent to which a culture’s structures and
values may oppress, marginalize, alienate, create or
enhance privilege and power
Demonstrates sufficient self-awareness to eliminate the
influence of personal biases and values in working with
diverse groups
Demonstrates an understanding that the many ways that
people differ (i.e., gender, race, ethnicity, religion, class,
sexual orientation, gender identity, age, abilities) shape
people’s life experience. This can include shaping how
people experience problems, community, family, child
rearing, aging, mental health, etc.
Understand that they are learners and engage those with
whom they work as experts in their lives and informants
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
5. Student advances human rights and social and
economic justice.
Fall
Student
Instructor
Spring
Student
Instructor
Demonstrates an understanding of the forms and
mechanisms of oppression and discrimination
Advocates for human rights and social and economic
justice
Engage in practices that advance social and economic
justice
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness
Child Welfare (IV-E)
_____
_____
6. Student engages in research informed practice and
practice informed research
Fall
Student
Instructor
Spring
Student
Instructor
Uses research findings to inform and improve practice
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
7. Student applies knowledge of human behavior and
the social environment
Fall
Student
Instructor
Spring
Student
Instructor
Demonstrates the ability to use theories and conceptual
frameworks to guide all aspects of practice
Critiques and applies knowledge to understand both the
person and their environment
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
8. Student engages in policy practice to advance social
and economic well-being and to deliver effective social
work services.
Fall
Student
Instructor
Spring
Student
Instructor
Identifies, analyzes, and advocates for policies that
improve well-being.
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
9. Student understands the dynamic nature of social
work practice and adapts practice approaches
accordingly.
Demonstrates the ability to understand and respond to
changes occurring in the agency, community, among the
population, and in scientific and technological
developments
Fall
Student
Instructor
Spring
Student
Instructor
Provides leadership in improving the quality of social
services
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
10. Student engages, assesses, intervenes and evaluates
individuals, families, groups, organizations, and
communities.
Fall
Student
Instructor
Spring
Student
Instructor
Effectively prepares for work with client groups
Demonstrates use of empathy and other personal skills in
work with client groups
Develops mutually agreed upon focus of work and desired
outcomes with client groups
Collects, organizes and interprets client data
Assesses client strengths and limitations
Develops mutually agreed on intervention goals and
objectives with client groups
Selects appropriate intervention strategies
Initiates actions to achieve organizational goals
Implements prevention strategies that enhance client
capacities
Helps clients resolve identified concerns
Negotiates, mediates and advocates for clients
Facilitates transitions and endings with client groups
Critically analyzes, monitors and evaluates interventions
with client groups
Please indicate if the above skills were demonstrated with one or more of the following client
groups:
Individuals
_____
Families
_____
Groups
_____
Organizations
_____
Communities
_____
Please note the level (1-5) at which the student mastered this skill set with the following populations:
Children & Families
_____
Older Adults
_____
People with mental illness _____
Child Welfare (IV-E)
_____
NARRATIVE
Please use the narrative section to individualize your student's evaluation. The narrative is an important
and necessary part of the evaluation. Your comments personalize and clarify for your students the essence
of your evaluation of their work. It is important to comment on areas that need work, as well as areas in
which the student excels. It is essential for the student and the School to have this section completed.
NARRATIVE (Fall)
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NARRATIVE (Spring)
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Student has completed a total of __________________ hours.
Student Signature:_______________________________________ Date:__________
Fall
Field Instructor Signature: ________________________________ Date: __________
Fall
Student Signature: ______________________________________ Date: ___________
Spring
Field Instructor Signature: ________________________________ Date: __________
Spring
This form was adapted from an evaluation form developed by Charles Zastrow, PhD.