Providing Effective Feedback and Evaluation UW School of Social Work Field Educator Training Program

Evaluation Competency Objectives: 1) Describe the importance of constructive feedback in the supervision process; 2) Define and practice the elements of effective feedback; 3) Identify the elements of an effective summative evaluation; 4) Describe eval requirements of UWSSW

Research on Feedback Research indicates that students prefer field instructors who give them ongoing and critical feedback regarding their performance in the field placement (Freeman, 1985; Ellison, 1994; Fortune & Abramson, 1993; Fortune at al, 2001).

Critical Feedback’ and ‘Constructive Feedback’ Consider the meaning of these terms What is the goal of feedback? Summary points: goal of feedback in field instruction is learning; mistakes and errors in judgment are expected Critical feedback = addressing professional conduct and performance that significantly influences the effectiveness of practice Constructive feedback means providing corrective instruction in a respectful and positive manner

RECEIVING FEEDBACK EXERCISE: Think about some of your experiences receiving critical feedback. What was positive about these experiences? What was negative? How do you like to receive critical feedback? Write on Handout 7A and share with group.

Elements of Effective Feedback (adapted from Freeman, 1985; Bogo & Vayda, 1998) 1. Clear Guidelines for Performance 2. Direct Observation 3. Empathy 4. Timeliness 5. Regularity 6. Balance 7. Conciseness and Directness 8. Follow Up 9. Know your Student

Student Variables Certain personality types welcome substantial feedback, while others may be uncomfortable with feedback they consider critical (Lawrence, 1997). Feedback should initially be given tentatively to determine the response from a student. Encourage students to discuss feelings about feedback; create an open, trusting environment. Feedback is best received once a trusting and supportive relationship has been established; Discuss cultural variables in communications.

CASE EXAMPLE: Providing Effective Feedback Elicit situations from participants or use case example provided. Write on Handout 7B feedback you would give student in this situation Share with others Discuss elements of effective feedback you most use and have positive experience with

The Summative Evaluation Formal evaluation at the end of each quarter Provides review and summary of all activities and progress in developing new competencies Use elements of effective feedback during in the summative evaluation conference and in the written document

Six Points to Consider in Evaluation 1. Be aware of stress among students; Spend a significant amount of time completing the evaluation; Base the final evaluation on clear guidelines set at the beginning; Evaluate your student objectively; The evaluation should review strengths as well as areas for further growth; Illustrate that the summative evaluation is a review.

DISCUSS Experience with Evaluations What has worked and not worked well? What have you learned from doing evaluations that others should know? Questions and concerns?

REQUIREMENTS FOR UW SSW QUARTERLY EVALUATION Cover Sheet Requirements : hard copy signatures by student and PI: verification of hours spent in practicum and spent in supervision: recommendation of credit / no credit; submit with Narratives and Ratings section at the end of every quarter or when registered credit hours are completed; Individualized cover sheets are placed in student mailfiles or mailed to distance and summer instructors with evaluation submission deadlines

General Evaluation Requirements Students download read-only or template Word versions of the evaluation form for student and PI completion from UW SSW website (www.ssw.washington.edu/practicum) After submission, faculty liaisons review and process grade postings during the final week of each quarter. Credit hours must be completed satisfactorally for credit, assigned by the Practicum Liaison or Director. Faxes accepted temporarily until originals can be sent. Original signatures are required. Emails accepted only for students at a distance or by prior arrangement with practicum liaison.

Competency Ratings and Competency Criteria REVIEW HANDOUTS 7E.1 and 7E.2: Competency Criteria for BASW/Foundation or Advanced MSW Students Competency criteria are designed to help instructors rate and articulate how well students are developing skills in each learning objective Ratings range from 0 -4 and include: No opportunity to assess Identifying Problems (contact Faculty Liaison) Building Knowledge and Skills, Applying Knowledge and Skills, and Mastering Knowledge and Skills.

Student and Instructor Narratives: Areas of Competency, Areas for Growth Describes PI observations of student performance in agency-specific activities; Insure that students complete both their sections: documenting quarterly activities and describing how their competencies are developing in specific terms, including areas for growth or focus Base evaluation on conversations that review accomplishments and challenges and set priorities for the next quarter

EXAMPLES OF WELL- WRITTEN EVALUATIONS Exercise: REVIEW HANDOUT 7C: Examples of Well-Written Evaluations Note constructive and comprehensive feedback about student abilities and priorities for future learning Note behaviorally specific descriptors of activities and abilities Note developmental processing of addressing challenges

WRITING EVALUATIVE STATEMENTS Review HANDOUT 7D: WRITING EVALUATIVE STATEMENTS Choose two learning objectives from the student’s instructional level; Write two sentences, one positive, one describing an area for growth; Write evaluative statements based on behavioral observation or other feedback to support the evaluative conclusion; Share and discuss any final concerns, questions