Marking criteria and guidance for assessors of Clinical Practice Reports
Marking Criteria
The Clinical Practice Report will be given a grade according to the four
following categories;
Pass
Minor Amendments
Major Amendments
Fail
Assessors should ensure that they are familiar with the guidelines on the
Preparation of Clinical Practice Reports. Assessors should provide an overall
assessment of the CPR on their assessment forms. These comments
constitute the feedback to be given to the candidate.
Details of the marking scheme can be found at
http://cedar.exeter.ac.uk/handbook/programme/assessment/
Word count
Clinical Practice Reports are required not to exceed 5,000 words in length.
http://cedar.exeter.ac.uk/handbook/academic/written/ for further guidance.
Reports that exceed the word limit will not be marked and will be returned to
the trainee for shortening. The Reports should be able to be read without
constant reference to the Appendices.
Evaluation of competence in CPRs
Assessors should bear in mind that CPRs are a vehicle for the assessment of
conceptual thinking and the trainee’s ability to link theory and practice. They
should seek to make an assessment of the candidate's competence from the
information available to them. The appropriateness of the clinical procedures
used and the competence with which they were executed are thus crucial
issues. However, assessors should bear in mind that in some clinical practice
works there are legitimate differences of view between qualified psychologists
about the appropriateness of alternative procedures and candidates should
not be penalised for not following the assessor's own preferences. The
assessors are not marking the service or the clinical supervisor but the work
the trainee submitted for scrutiny. Where there are concerns about service or
supervision, the Clinical Director should be contacted for further discussion
but the trainee’s academic and reflective abilities need to be assessed.
Assessors must also bear in mind the level of training of the candidate
submitting the clinical practice work report.
In evaluating the Reports, assessors should consider, particularly, the
adequacy and the quality of information given and logic of argumentation of
the rationale for the procedures used, the application of psychological
knowledge in the formulation of the problem, integration of theory and practice
and the assessment of outcome, and the candidate's demonstrated ability to
evaluate clinical work critically and to learn from it.
5. Feedback forms
It is important to give feedback to the trainee in sufficient detail to be helpful
and in ways that do justice to the time and effort invested in the report. The
feedback form provides the opportunity to comment on the structure and
presentation of the report and on various aspects of the work undertaken:
assessment; the quality of the action plan and its implementation; outcome
evaluation; formulation; theory-practice links and critical review, paying
particular attention to the strengths of the report and the ways in which it could
be improved.
For each assessment criterion, one of the following evaluations will be
awarded, as appropriate:
E - Indicates that there is extensive evidence that doctoral standard has been
achieved for this criterion
S - Indicates that there is sufficient evidence that doctoral standard has been
achieved for this criterion
I - Indicates that there is insufficient evidence that doctoral standard has been
achieved for this criterion
To achieve a ‘Pass’ grade, doctoral standard must be achieved for all
assessed criteria (i.e. achievement of an E or S for all assessed criteria)
Assessors are also asked to consider whether the work is suitable for adding
to the trainee library so that other trainees can read and learn from it. Suitable
work may include a very well written/presented piece of work, a well
conducted and described intervention, a complicated or unusual clinical
practice work, or a good example of an intervention that was not successful in
terms of outcomes for the client but that clearly demonstrates the trainee’s
grasp of the reasons for this difficulty and sets out how they have learned
from this experience.
WRITING AND MARKING GUIDELINES FOR CLINICAL PRACTICE REPORTS
1. OVERALL
EVALUATION
2. CONTEXT AND
BACKGROUND
a) Theoretical/background
PASS
This work represents the level of
attainment expected of a competent
and good candidate. The work is:
clearly presented; shows evidence
of adequate integration of theory
and practice and sound knowledge
of assessment and intervention
procedures. It shows learning from
the work conducted. It may contain
occasional minor errors or areas of
omission (referencing,
typographical or minor formatting
errors).This grade can be given for
a solid good piece of work and
amendments can only be minor
corrections
MINOR AMENDMENTS
This category is to be used in cases
where the report is basically sound
but where further work of a
relatively minor nature is indicated
before it could be judged acceptable
and easily managed revisions are
required to bring the work up to
doctoral standard. This would
include, but is not limited to, cases
where there is an unacceptable
degree of the following: syntax,
spelling or typing errors, formatting
problems and inaccuracies in
references. It may also include cases
where omissions have been made,
which do not materially alter the
conclusions such as further
consideration of therapeutic or
theoretical factors. Such work will
need to be re-submitted and
presented in a “clean” form
acceptable for a “pass”.
Compelling rationale for selection
of particular psychological
theory(ies) for the piece of work
Good rationale for selection of
psychological theory(ies) for the
piece of work and theory(ies)
MAJOR AMENDMENTS
This work has failed to reach an
acceptable standard and there are
significant problems in one or more
areas, requiring substantial revision to
bring the work up to doctoral standard.
These include:
i)
Omissions and improvements
of significant sections of the
work that will materially alter
the conclusions.
ii)
Improvements that require a
major reorganisation of the
work.
iii)
The work is not redeemable
and a new piece of work
should be submitted.
Inadequate or no theoretical rationale
and description of theory(ies).
b) Research background
c) NHS, services, patient
and
professional context
d) Approach
3: DESCRIPTION OF
CLINICAL WORK
a). Reason For Referral
b) Assessment
Approach to assessment
and relevant theory(ies) thoroughly
described.
Key relevant studies are reviewed
in an insightful and balanced way
that relates seamlessly to the theory
and practice.
The work is clearly placed within
the relevant context (NHS, service,
client, community and/or
professional).
described adequately but some minor
editing/clarifying necessary
Review of relevant studies that
connect well with theory and practice
but some minor editing/clarifying
necessary
The work is adequately placed within
the relevant context (NHS, service,
client, community and/or
professional) but some minor
editing/clarifying is necessary.
A clear justification is given for the An adequate justification is given for
choice of approach used in the
the choice of approach used in the
practical work. The methodology is practical work. The methodology is
appropriate.
appropriate but some minor
editing/clarifying is necessary.
Inadequate or no evidence of research
supporting the theoretical background
Inadequate or no setting within the
relevant context (NHS, service, client,
community and/or professional).
Inadequate or no justification is given
for the choice of approach used in the
practical work.
Very clear and concise exposition
of reason(s) for referral/request.
Clear exposition of reason(s) for
referral/request but some minor
issues are not clearly stated.
Inadequate or no presentation of
reasons(s) for referral/request. In the
case of individual referral for client
work referral letters
A convincing rationale for a
systematic assessment approach is
given and broad ranging/ critical
information is gathered. If
appropriate, reference to balancing
the assessment approach with
developing an effective therapeutic
relationship is outlined.
An adequate approach to the
assessment is outlined but some
minor issues have not been
thoroughly regarded or need
clarification.
Inadequate or no rationale for the
assessment approach.
b1) Presenting problems or Report summarises the presenting
clinical issues to be
problems or clinical issues lucidly
addressed
and coherently. For client-focused
work, nature, frequency, severity
and onset of presenting problems
are fully described.
b2) History
A full and focused history is given,
providing a clinically useful
context to the presenting problem
or request for clinical work. For
client focused work the key
developmental bio-psychosocial
factors that might inform the
presenting problems are set out.
b3) Use of appropriate
The rationale for standardised
standardised instruments
psychological assessments is set
(where applicable)
out; they are appropriately used
and usefully interpreted. If no
formal procedures are used, a
compelling rationale is given.
c) Formulation and initial
Both an initial written formulation
hypotheses
(hypotheses) and (re)formulation
are included. A formulation is set
(nb the nature, style
out which provides a lucid account
and
inclusion of a
of the presenting problems or
formulation will depend
situations, integrating information
upon the type of activity
from the assessments within a
reported. However, it will coherent framework which draws
be a key aspect if the
upon psychological theory and
practice involves direct
research and which (if appropriate)
In general good summary of the
presenting problems or clinical
issues but a few minor aspects need
clarification or editing
Inadequate or no description of the
presenting problems.
The history is adequately presented.
If elements are missing, these are not
crucial.
Inadequate or no presentation of history.
In general, appropriate standardised
assessments are used and are
adequately used and interpreted but a
few minor issues need clarification
or editing.
Inadequate or no description of
standardised measures.
Both an initial formulation
(hypotheses) and (re)formulation are
included in written text. The
formulation is reasonably coherent,
flows from psychological theory and
the assessment. Hypotheses are set
which inform the intervention.
However, minor issues need
editing/clarifying.
Inadequate or no initial formulation
(including written formulation)
In cases of single model formulations,
the alternative formulation is inadequate
or omitted.
client work and should
include a written
synthesis.)
d) Intervention(s)
d1)Rationale
incorporates interpersonal, societal,
cultural and biological factors. The
formulation flows naturally from
psychological theory and the
assessment. In the context of
client-focused work, a formulation
based on a particular theory (CBT,
community, psychodynamic,
systemic) can be an excellent
formulation, but the critical review
would then be expected to address
alternative perspectives. Initial
hypotheses that flow naturally from
the formulation and that might
inform an intervention are set out.
A convincingly argued initial
intervention plan is presented,
which is appropriate to the
presenting problem(s) or issues,
where appropriate, it follows from
the formulation/hypotheses, takes
account of the psychological and
social circumstances of the client
or situation and shows excellent
understanding of the evidence base
(and its limitations).
d2) On-going interventions The report convincingly records
and
therapeutic issues
subsequent interventions, their
considered.
rationale and their impact on the
A satisfactory rationale for the
intervention is presented, which
where appropriate relates to the
formulation and shows good
understanding of the evidence base.
However, minor issues need
editing/clarifying.
Inadequate or no rationale for the
intervention is described.
Interventions are satisfactorily
recorded. Where appropriate,
therapeutic issues are explored as the
Inadequate or no description of the ongoing intervention and therapeutic
issues.
(if applicable.)
d3) Ending and follow-up
(if applicable.)
unfolding progress of the work.
Therapeutic issues are explored
both convincingly and reflectively.
There is excellent evidence of
collaborative work/ liaison. The
work demonstrates highly effective
clinical decision-making.
work progresses but overall some
minor issues need
clarification/editing.
Reasons for ending the work are
explored carefully and with
convincing rationale. Details of
how the work was actually ended
are presented clearly. The impact
of ending the work on the client
and significant other individuals or
systems is discussed. Follow-up is
dealt with based on the formulation
and the outcome of any
interventions, and is convincingly
presented.
Case closure is discussed but the
detail and rationale is satisfactory
rather than convincing. Appropriate
discussion of follow-up is presented.
However, minor issues need
editing/clarifying
Inadequate or no description of case
closure.
Shows a constructive and balanced
approach to the awareness of risk
assessment and management issues
and methods.
Shows adequate awareness of risk
assessment and management issues
and methods.
Inadequate or no description of risk
awareness and/or management of risk.
Demonstrates excellent/very good
ability to use appropriate methods
to evaluate the effectiveness,
acceptability and broader impact of
the clinical work, and to use this
The outcome of the work is
documented. Further
recommendations are plausible, but
not based sufficiently on the
evidence summarised by the report.
Inadequate or no description of the
outcome and/or evaluation of the work.
e) Awareness of risk
f) Evaluation
Evaluation of outcome and
further recommendations
information to inform and shape
practice and recommendations.
Where appropriate, this may also
involve devising innovative
procedures. Further
recommendations are posited based
on thoughtful reflection about the
work.
4. DISCUSSION
There is a reflective, balanced and
professional critical review. Shows
high awareness of professional,
legal and ethical issues in complex
clinical contexts.
For direct client work, in light of
the intervention and ending, a
compelling revision or alternative
perspective on the formulation is
provided, if necessary. There is a
mature awareness of cultural and
equal opportunities practice. There
is reflective consideration about
what has been learned from the
clinical work, and the work
suggests an ability to generalise
this knowledge to future work.
There is also an awareness of limits
of competence and what remains to
be learned. If problems occurred in
the work, a consideration of what
might have been done differently
There is a good critical review.
There is some awareness of the
issues and some evidence of the
development of cultural
competencies but some minor issues
need clarification
Inadequate or no discussion is
presented.
5 Structure and
Presentation
6 Professional issues
would be included here. There is
evidence of excellent use of
supervision to reflect on practice
and make appropriate use of
feedback given. There is evidence
of developing cultural
competencies.
The report demonstrates a
systematic approach; it is well
written and structured in a logical
sequential manner; the line of
argumentation is clear and
convincing. Writing style, spelling
and grammar and adherence to
APA guidelines is excellent
Professional approach to
confidentiality and anonymity
The reports demonstrates in a general
a systematic approach and logical
structure and argumentation but a
few minor issues need consideration
(either minor argumentation issues or
writing style, spelling and grammar
and adherence to APA need
attention)
The report is at times very difficult or
impossible to digest because the
structure and logical flow of
argumentation need more work. A
significant number of style or spelling
and grammar or formatting/referencing
issues need to be addressed