Assessment

1. Aims

The aim of this section is to help supervisors deliver a well-planned process of student assessment by:

•       Understanding the pros and cons of competence-based assessment

•       Understanding assessment as an on-going process

•       Being able to make judgements about competence

•       Feeling confident about assessing in a holistic manner

Explaining to students how their practice is assessed

-Giving feedback to your student on their practice (formative)

-Interim feedback reports (formative)

-Final placement report (summative)

-Supporting your student to prepare for their assessment visit

2. Online Input

Assessment

Competence and competency

Assessing student competence

Preparing to end the placement

Final assessment/academic tasks

Professional Portfolio of Competence and On-going Assessment

Assessment of overall competency

Continuing professional development

Placement Evaluation

3. Synchronous Session

·       look at the Supervision Plans you submitted

·       discuss the reading and presentation

·       placement assessment process. We will end with a discussion about at the Digital Task for this section and a look ahead to the Post-Placement Review Session.

4. Assessment/Reflection

Assess sample/extract from student portfolio

5. Reading

Set Reading

Include 7 pillars of assessment

Principles of assessment

Further Reading 

References

Forsyth, D. R. (1990, 1998) Group Dynamics, Pacific Grove CA.: Brooks/Cole Publishing.

Tuckman, B. W. (1965) ‘Developmental sequence in small groups’, Psychological Bulletin, 63, 384-399. The article was reprinted in Group Facilitation: A Research and Applications Journal ? Number 3, Spring 2001