SMAKS COVER SHEET: GRADING GUIDELINES
PURPOSE:
ASHA Competency Rating
The purpose of this portion of the SMAKS form is to ensure that the
competencies associated with clinical skills have been achieved at minimum competency
levels by the time the student completes his/her last on-campus clinic. All competencies
should be rated using the following performance levels to indicate mastery of skills with
the associated 0-4.0 point scale:
Independent (I) = 4.0 points
Skill demonstration meets standards and the student is independent in
performance of a desired skill. The student demonstrates clear and consistent knowledge
demonstration clinically of the desired skill. Minimal-to-no assistance from the
supervisor is required. Interactions with the supervisor relative to this skill are
collaborative only, without direct instructor assistance or guidance required.
Adequate with Support (AS) = 3.0 points
Skill demonstration approaches standard and is adequate with instructor support.
The student evidences knowledge of and consistent demonstration of a desired skill but
independence without the supervisor’s assistance or guidance is not evident. Intermittent
assistance or guidance from the supervisor is required.
Emerging (E) = 2.0 points
Skill development is emerging. The student evidences some knowledge of and
intermittent ability to demonstrate a desired skill. Consistent demonstration and clear
knowledge is not evident. Additional instruction and guidance from the supervisor is
required. One-to-one demonstrations from the supervisor is not required.
Minimal/Not Begun (MNB) = 1.0 points
Skill development is minimal or not begun. The student demonstrates minimal
knowledge of or ability to demonstrate a desired skill with significant supervisor support.
The student requires consistent supervisor assistant and guidance AND one-to-one
demonstration of skill development.
IMPORTANT TO NOTE: The student will be deemed to have met the minimal
requirements if by completion of the final on-campus clinic, he/she obtains an average
score across all clinics of 3.0 or above. An average score of 2.9 or below will be deemed
to have NOT met the minimal competencies for the ASHA CCC clinic skills outcomes.
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Supervisors are encouraged to use a decimal system to include tenths of a point to
evaluate students as they acquire clinical skills and move through various levels of
clinical competence. For example, a strong student who is performing somewhere “in
between” Adequate with Support (AS) and Independent (I) may be rated using 3.1 – 3.95
depending upon his/her level. Likewise, a student who performs between Emerging (E)
and Adequate with Support (AS) might be given a score of 2.5-2.8, etc. to identify his/her
level more precisely.
Clinic Grade
This section of the SMAKS form also serves as a uniform grading system for
clinic performance across all on-campus clinics. At the end of each on-campus clinic, the
student is rated by his/her Clinic Supervisor on each of the following 23 clinic
competencies. If a student received 4.0s across all 23 competencies, he/she would have a
score of 92. In some instances, a supervisor may indicate “not applicable” (N/A) on a
particular competency. For example, a clinic may not use interpreters or referrals may not
be indicated. Consequently, the NA competencies would not be included in the overall
averaging to determine the final grade.
RECOMMENDATIONS TO CLINIC SUPERVISORS FOR GRADING:
Areas for Competency Evaluated on SMAKS Form
The SMAKS form in the Clinical section is divided into five major areas:
(1) Oral language; (2) Written language; (3) Interaction/Personal Qualities; (4)
Evaluation; and (5) Intervention.
The assignments that supervisors require of students during their clinical experience
should reflect work completed (and competencies acquired) in these five areas.
How to Calculate Grades
At the end of the student’s clinical experience, the student is rated as per the
above levels of competence (e.g., Independent, Adequate with Support, Emerging, and
Minimal/Not Begun) on the 4.0 rating scale (from 0- 4.0 with increments indicated by
decimal points to include tenths of a point).
The student’s average competency score across all competencies should be
calculated and recorded in the corresponding box on the SMAKS form. The name of the
clinic (e.g., Child Language, Phonology, Adult Language, etc. should be indicated clearly
in numbered columns for on-campus clinics).
Various assignments should be tailored by supervisors to ensure that there are
observations, feedback, and formal assignments for the five areas (Oral language and
Interpersonal Qualities, Written language, Evaluation, and Intervention) listed in
the previous sections and clearly indicated on the SMAKS form.
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Guidelines:
 First report (Assessment/Diagnostic report)= 30% of grade. Students
completing their first clinic are permitted to write a second draft of their
assessment report and receive a grade for the report. Students who are
completing a second clinic (or more) should be graded on the first draft of the
assessment report
 Written semester therapy plan (Goals & objectives) = 15% of grade. As per
above, the number of drafts permitted before grading should be taken into
account based upon students’ experience.
 Intervention/SOAPS = 25% of grade. Students are evaluated on their
“delivery” of intervention to clients. This includes a consideration of accuracy
and relevance of SOAP notes
 End-Term Semester Progress report = 10% of grade. All students should be
graded on the first draft.
 The remaining % percentage of the grade (20% of the grade) should be
related to those competencies that relate to “Oral Language” skills and
“Interpersonal Qualities” (e.g., feedback given in written form after a clinical
session; the completion of an oral presentation, etc.). Supervisors may have
different selected assignments that are part of a student’s grade in their clinic.
For example, some supervisors have students choose an article that relates to
one of their cases. Students are required to present a summary of the article (in
oral and written form) to the group and discuss why the research relates to, or
differs from, their case. A one-page handout is distributed to the group in the
didactic session. Other supervisors may provide written and/or oral feedback
to a student about the way they imparted information to parents, among other
observations.
Translation of Course requirement grades (the % listed above) to SMAKS’ forms:
A = 3.6-4.0
B = 3.0-3.5
C = 2.9-2.0
F = Below 2.0
Supervisors: A reminder that the ratings (0-4.0) indicated on the various sections of the
SMAKS forms should be a “summary” of the grades indicated on each clinic assignment.
Midterm/Self-Evaluation
Supervisors should hold individual/private meetings with each student at midterm time.
Supervisors may decide the form that the self-evaluation might take. For examples, some
supervisors require students to bring a completed SMAKS form (a “practice” form, not
the final, original form) with them to the meeting with their supervisor. During that
meeting, the supervisor and the student take the opportunity to “compare notes” re: the
student’s level of performance in clinic to date. The midterm self-evaluation is a time for
some honest discussion when/if perceptions differ about the competency level of the
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student. The supervisor keeps the form for reference but it is confidential and not
calculated into the final grade. Other supervisors may view a selected clinical video of
the student with a client.
STUDENTS:
Students are responsible for retaining and submitting the SMAKS form to their clinical
supervisors at the end of each on-campus clinic. At the end of each clinic, the Clinic
Supervisor will return the form with recorded competency levels to the student. The
Supervisor will also submit a copy to be filed in the student’s permanent file. Students are
responsible for retaining the ORIGINAL form for their records. The ORIGINAL form
should contain all seven clinics recorded with competencies and supervisors’ comments
and signatures on the completion of all required on-campus clinics.
Please note: For students taking more than one clinic during a semester, it is important
for them to work with their supervisors to ensure that each of them has enough time to
complete the SMAKS form.
FINAL REVISION: 03.10.12
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