Today we will be talking about Mid Term
Evaluations and Field Experiences
Title of presentation
umanitoba.ca
Welcome
Today I will be talking about Mid Term Evaluations and Field
Experiences
Joan Churley
joan.churley@ad.umanitoba.ca
Adobe Protocol
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X
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• Please do NOT touch the power points at any time throughout
the presentation (copies are on our website)
Introductions
• Please introduce yourself stating;
• Your name
• Where you live
• Where you are doing your placement
• Anything you would like to share with us about your placement?
Is it that Time Already?
• Yes it is already the middle of term and students should be well
on their way to talking about mid term evaluations.
• Today we are going to talk about mid term evaluations, if you
have any questions please feel free to ask at any time
throughout the session.
The process:
• Includes a solid learning contract that connects learning to mid
term and final evaluation
• Journals that reflect learning and ensure theory is being
connected to practice
• Journal Task forms that connect learning goals/activities to the
mid term and final evaluation
• Practicum supervision meetings should ensure that there are no
surprises when completing the student evaluation at midterm.
• Supervision focuses on ongoing observation and feedback of
the student’s daily activities in practicum.
Learning contract
• Should be reviewed and discussed prior to mid term
• During the evaluation process use your learning contract to link
and measure your learning to your evaluation
• Keep in mind that changes can be made to your learning
contract after mid term, to up date and make goals realistic and
achievable.
Your Professional Reflective Journaling
• Provides the student and the field instructor the opportunity to
review the activities/tasks/cases etc. assigned to the student
and to provide feedback.
• At this time the field instructor will measure how well the
student engaged in those activities and accepted/implemented
feedback during supervision.
• If you have been using the reflective journals as a way to help
with supervision, they will be useful tools to identify strengths
and areas requiring development.
What is feedback ?
• “It has been defined as a verbal or non verbal process through
which an individual (Field Instructor) lets others (students) know
his/her perception and feelings about their behaviour.”
Feedback should be......
• empathic and supportive
•
timely
•
based on direct observation
•
balanced (positive and negative)
Feedback includes
Clarity of expectations:
The learning contract is important, however the consistent and
ongoing feedback in relation to the learning contract that a
student receives is what drives change/growth in student
performance.
Direct Observation of the Student
• Studies indicate that students reported that they valued
instructors that observed their performance and debriefed with
them as soon as possible afterwards.
• Feedback should be balanced outline strengths and areas for
development which can be tied into future learning goals
Student’s task Journal Form
• The student is responsible for completing the Intervention Level
and Tasks Assigned columns on a monthly basis.
• This form should be submitted to the Field Instructor on a
weekly basis/along with journal summary to Joan on a monthly
basis.
Student
Task
Form
Faculty of Social Work DD BSW DEGREE PROGRAM
DESCRIPTION OF STUDENT ’S TASKS
SWRK ☐3150 ☐4120
NAME:
Month of: ☐Jan ☐Feb ☐Mar ☐Apr ☐May ☐June ☐July ☐Aug ☐Sept ☐Oct ☐Nov ☐Dec
Intervention Level
Tasks Assigned
Individual (specify number of clients)
1) Agency Requirements
Couples (specify number of clients)
Opening Summaries (number)
Family (specify number of families)
Assessments (number)
Group (specify)
Policy/Program Reports (number)
Participant Observer
Closing Summaries (number)
Co-Facilitator
Agency Recordings (number)
Facilitator
Supervision Meetings (number hours)
Community (specify)
Other:
Policy/Program Planning (specify)
2) Educational Requirements
Research
Field Log/Journal Recordings (# weeks)
Collateral Contacts:
Summary Recordings (number)
In Agency #
Audio/Video Recordings (number)
Community #
Other Assignments Related to Learning Contract:
At the end of every month please review your daily journals and prepare a reflective summary of your learning
and experiences. When preparing this reflective summary discuss the following;
•
•
•
•
•
What happened this month?
How do I feel about it?
What did I learn about the agency and about myself?
Give 1 example when you connect theory to practice?
What else would I like to share with Joan?
Journal Summaries:
Purpose of the Task Form and Time Log
• Connects activities as described in the learning contract to
completed interventions/tasks at mid term and final,
• Provides an ongoing record of students activities in practicum
and hours completed.
• Provides the Field Instructor with documentation of students
learning activities.
Why Mid term Evaluations are Important
• If feedback is given to the student early and on an ongoing
basis, concerns can be addressed and the student will move
forward in developing the identified skill.
• It is when the performance is not addressed or overlooked that
problems and concerns can develop.
• Mid term is a good time to look at achievements and ways that
learning contract goals can be accomplished.
Evaluations:
• Based for the most part on your learning contract
• Based on Agency policy and procedure expectations
• University specific learning criteria as formulated in the
evaluation form.
• Provide the Field Instructor and student an opportunity to
change/update the learning contract to ensure goals are
achieved and accomplished.
Is there a difference between first term and second term????
First term
• Students are getting to know the agency, fine tuning their
learning contract and starting to get involved with clients.
• Instructors, students and staff are becoming familiar with each
other and starting to establish working relationships.
Second term
• Students should be more involved in the agency, receiving less
direction and applying the policy and procedures that they have
learned.
• Expectations of the student will be higher
• The student is moving toward more independent practice.
Accelerated students
3150
Sept – Dec Mid term Oct
Final Evaluation Dec/
learning contract reviewed
and goals transferred to
4120 if necessary
4120
Jan- April Midterm Feb
Higher expectation on
student, moving to
independent practice, Final
April
Completing Mid term evaluation forms
• Student and Field Instructor should independently fill out the
rating scale and provide written comments to substantiate their
rating.
• Student and Field Instructor should come together to discuss.
• Ratings should be recorded on the evaluation form (consensus
does not have to be achieved)
Balanced Comments are Important...
• Recognize students growth and positive performance as well as
the areas that need improvement.
• Sometimes it is easier to identify the strengths and not point out
the areas that need improvements and for some it is easier to
point out the weaknesses and not the strengths.
Inaccurate/Unfair evaluation
• May occur if the student has an unclear understanding of
expectations.
• May occur if rules/standards used to evaluate performance were
changed(this is why it is so important to have a solid learning
contract)
• May occur when a student is given a low score but does not
understand why.
Evaluate the student on what you see
• It is important to make your evaluation on behaviour that is
observed by you or by others in the agency.
• Other staff can be involved in the evaluation process. (written
and/or verbal)
Rating scales
5
• Exceptional performance that shows consistent initiative and analytic
abilities
• Beware what else is there for the student to learn and avoid the “Halo
effect”
• Usually consistent and reliable performance, beginning to initiate action
independently
4
3
“has understanding of and is beginning to undertake action” If you evaluate
the student as a “3”, in most areas, be sure to talk about the positive
performance and the areas that need to be worked on. How does your
student view this evaluation: as half full or half empty
2
1
N/A
• Marginal or inconsistent performance
• Could be a red flag (Field Liaison may be advised) or could be an
area requiring more attention
• Unsatisfactory performance
• Ensure Documentation is completed and Field Liaison must be
advised regarding outcome
• Not applicable
• Ratings do not have to be given if the category does not apply to
student.
Possible need to re evaluate the placement
• If the setting cannot meet the students needs or if the student is
irresponsible, unethical or is not meeting agency expectations, it is
important to advise Joan immediately.
Social Work
Field Evaluation
1
2
3
4
5
N/A
Unsatisfactory
Performance
Marginal or
Inconsistent
Performance
Has Understanding Of
And Is Beginning To
Undertake Action
Usually Consistent and
Reliable Performance,
Beginning To Initiate
Action Independently
Exceptional Performance
That Shows Consistent
Initiative And Analytic
Abilities
Not
Applicable
UNSATISFACTORY (FAIL)
SATISFACTORY (PASS)
PERSONAL AND PROFESSIONAL ATTRIBUTES
MID
TERM
1. PROFESSIONAL VALUES
1.1
Verbalizes understanding
principles and values. (1)
3150
and
knowledge
of
Social
Work
FINAL
INSTRUCTOR
STUDENT
INSTRUCTOR
1.2 Strictly complies with confidentiality guidelines. (1)
STUDENT
INSTRUCTOR
1.3 Is able to provide information about services to the client. (1)
STUDENT
1.4 Demonstrates non-prejudiced and respectful behaviour for diverse cultural norms,
INSTRUCTOR
value systems, ethics, and moral beliefs in interaction with client groups, co-workers, and
collateral systems. (2)
STUDENT
INSTRUCTOR
1.5 Is committed to ongoing professional development. (2)
STUDENT
1.6 Demonstrates the ability to differentiate the role and activities of Social
Workers from other helping professionals. (2)
1.7 Focuses on client
respects individuality. (3)
empowerment,
self
determination
and
1.9 Demonstrates ability to use and become comfortable with authority when
appropriate; (a) agency purpose & program; (b) professional role. (3)
how
1.11
Takes initiative
professional role. (4)
to
STUDENT
INSTRUCTOR
STUDENT
1.8 Demonstrates sensitivity to ethical issues, seeking consultation as
necessary. (3)
1.10
Knows
responsibilities. (3)
INSTRUCTOR
plan
and
organize
field
placement
INSTRUCTOR
STUDENT
INSTRUCTOR
STUDENT
INSTRUCTOR
STUDENT
and
responsibility
for
all
aspects
of
own
INSTRUCTOR
TERM 1 - MIDTERM
(a) Strengths demonstrated by student:
TERM 2 - FINAL
(a) Strengths demonstrated by student:
(b) Areas for development/future learning goals for (b) Areas for development/future learning goals for
student:
student:
What now?
•
•
Send completed mid term evaluation electronically Joan
Save document as a pdf in 1 document but 2 is acceptable. Do not scan
pages as jpg’s, tiffs, png or bmp files
•
If you do not have the latest version of ADOBE READER please follow this
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•
Email to
•
Joan.churley@ad.umanitoba.ca
•
If you email electronic version please fax the signed summary statement [mid
term] page and the last Grade Submission page to 204-474-7594
Fax or Mail (only if you haven’t the technology to send
documents electronically)we strongly encourage you to use the
electronic version of the evaluation form.
204-474-7594 (Fax)
Joan Churley
Faculty of Social Work
Distance Delivery BSW Program
University of Manitoba
521 Tier Building
Winnipeg, Manitoba
R3T 2N2
Mid term evaluations
• Should be a positive process for both the student and the
instructor.
• Becoming a social worker is a journey, we would like to thank all
of our Field Instructors for helping our students find their way.
Dates to Remember – Regular Session
• Please ensure that you go to DATES to REMEMBER page/link
Remember: keep sending in your reflective journals and time logs.
Dates to Remember – Accelerated Session
• Please ensure you go to DATES TO REMEMBER page/link
Remember: keep sending in your reflective journals and time logs.
Questions
• Any questions or comments are welcome
• Our next Adobe Session will discuss the final evaluation
• Remember: keep sending in your reflective journals and time
logs.
References
•
•
•
•
•
•
Baird, Brian, The Internship, Practicum, and Field Placement Handbook, 5th
edition. Pearson/Prentice Hall
Bogo Marion, Vayda, Elaine, The Practice of Field Instruction in Social Work
Theory and Process 2nd ed. University of Toronto Press
Drolet, Julie, Clark Natalie, Allen Helen, Shifting Sites of Practice, Field
Education in Canada, Pearson
Larkin Shelagh J. Applying Your Generalist Training, A Field Guide for Social
Work, Brooks/Cole
Garthwait, Cynthia,The Social Work Practicum, A Guide and Workbook for
Students, 4th ed. Pearson
Royce David, Dhooper Surijit Singh, Lewsi Rompf, Elizabeth, Field
Instruction, A Guide for Social Work Students. 5th edition Pearson
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umanitoba.ca