EVALUATION IN CLINICAL

SUPERVISION

What is Evaluation?
A continuous process that tends to proceed through cycles of
evaluation, revision and reevaluation
A process of measuring, estimating or judging the value, excellence,
qualities or status of a person in terms of the requirements of a task
which he/ she has been asked to perform
Measuring a persons performance against a standard
Assessing or measuring how much a learner has understood of a
particular content + assessing the value of the entire T-L program
itself
A judgment of performance and an assessment whether established
standards have been met
Process used to assess individual assessment to satisfy external
requirements and provide information that can be used to improve
curriculum and to document accomplishments or failures
An on-going series of steps and interaction that form the foundation
for the information that you share in an evaluation session ( a
scheduled, formal session between learner and preceptor at the end
of a learning session)

EVALUATION vs EVALUATION SESSION vs

ASSESSMENT vs FEEDBACK
ASSESSMENT: the on-going process of collecting
information about the learners current level of K,S,A. It
includes identifying areas where the students need to
improve--- an educational diagnosis for the learner;
becomes the basis for evaluation and effective feedback
( when summarized over a period of time and analyzed
in terms of improvement)
FEEDBACK: The act of providing the information for
your ongoing observation and assessment of the learner;
is best if specific to the behavior observed and given as
close in time to the event as possible

FEEDBACK VS EVALUATION SESSION

FEEDBACK

EVALUATION SESSION

TIMING

Timely (given as close to the

learning situation as possible)

Scheduled

SETTING

Informal (fit in at appropriate

brief sessions throughout the
day)

Formal (sitting down;

official sessions)

BASIS

Observation (specific data

observed)

Observation

CONTENT

Objective

Objective

SCOPE

Specific actions/ events

Global performance

PURPOSE

Improvement

Grading &
Improvement

PURPOSES OF EVALUATION
Serves as a means to ensure learners are meeting the
standards
To provide guidance to maximize their potential
To support continued growth
or
DIAGNOSTIC: to find out what the students already
know
FORMATIVE: to give students feedback and improve
instruction
SUMMATIVE: to evaluate student performance for the
purpose of assigning a final grade

OTHER PURPOSES
To provide information that will be helpful in planning
future instruction
To identify personality traits, work habits, work
adjustment skills & basic skills needed for success in a
job task (evaluation form)
e.g. which skills are performed well and which skills
students need to improve on and thus assistance/
individual classroom or clinical supervision is required to
improve on specific job skills

CHARACTERISTICS OF EVALUATION
Refer to the characteristics of performance standards
which describe the conditions that must exist before the
performance can be rated satisfactorily:

Specific: describe the conditions that exist when performance meets

expectations
Measurable: with specified method of gathering performance data
and measuring performance against standards
Attainable: by any qualified, competent and trained person who has
the authority and resources to achieve the desired results
Realistic: in terms of quantity, quality, cost, effect, manner of
performance or method of doing
Timeliness: answers questions: by when, how soon, within what
period

ESSENTIALS OF EVALUATION
These are the critical items that should be a part of every
learners appraisal:
1.

FORMAL: WRITTEN, EXPLICIT STANDARDS AND

PROCEDURES FOR EVALUATION; EVALUATION FORM MUST
BE REVIEWED WITH THE STUDENT TO MAKE STUDENT
UNDERSTAND HOW HE/SHE IS TO BE EVALUATED; REVIEW
WHAT YOU WOULD CONSIDER AS HONORS, PASS, Fail,
etc; student should clearly understand what it takes

to excel in your rotation, and what constitutes a

failure

2. COMMUNICATION: open dialogue between student and faculty concerned;

requires frequent informal sessions in which you provide feedback on how
student is doing+ regularly scheduled sessions (mid-rotation & end-rotation) that
are more formal. NO STUDENT SHOULD EVER FAIL A ROTATION WITHOUT
HAVING BEEN WARNED ON SEVERAL OCCASIONS. Warning should come
early enough so that the student may make the necessary corrective actions and
this should be in writing.

3. DOCUMENTATION: These formal evaluations should be written, discussed

with the student and signed by both faculty and student. This is especially
important for outstanding students and those at risk of failing the rotation.

4. DUE PROCESS: This allows for fairness in the evaluation. Standards should
be written and understood, the evaluation process should be frank and fair, and
any deficiencies should be noted in writing, along with a plan to assist the student
who is in danger of failing.

Use as many resources as you can to help you in the evaluation of your
student--- patients, peer, other members of the health team.

STAGES
PRELIMINARY EVALUATION: pre-tests, preassessment, pre-conferences (DIAGNOSTIC)
ON-GOING EVALUATION: areas/ suggestions for
improvement ( FORMATIVE)
FINAL EVALUATION: measures whether specific
performance objectives were accomplished, certifying
competency or its lack in performance in a particular
area (SUMMATIVE)

POTENTIAL PROBLEMS
HALO EFFECT: situation where one unrelated but
outstanding characteristic has an effect on other aspects
of evaluation. E.g. A learner who is very nice, friendly,
outgoing and well-liked by staff but clinically mediocre
could get a very high grade. Likewise, reserved, quiet,
introspective but clinically excellent learners could
receive a mediocre grade.
LOOK BEYOND PERSONALITY TRAITS AND CONSIDER
THE ENTIRE PACKAGE OF UNDERLYING K,A,S AND
PERFORMANCE WHEN EVALUATING THE LEARNER.

OOOPS- INSUFFICIENT EVIDENCE: arriving at the end of the rotation

with a sense that a students performance is inadequate in some areas,
but not able to recall the details of specific instances where this was
demonstrated.
DOCUMENTATION MUST BE MADE FOR ALL OBSERVATIONS
DONE.
YOU NEVER TOLD ME THAT: Not informing the student re: standards
at the start
ORIENT STUDENT RE: EVALUATION STANDARDS DURING FIRST
DAY OF CLINICA ASSIGNMENT
BUT I NEED HONORS: Learning about the goals and the expectations
of the students at the end
EARLY DISCUSSION OF GOALS AND EXPECTATIONS

UH-OH, SHOULD THEY PASS?: Waiting till the end of the rotation
before answering the question of should this learner pass this rotation?
SIGNIFICANT HELP AND GUIDANCE MUST BE AVAILABLE AND
SHOULD BE SOUGHT EARLY ENOUGH.
LAKE WOBEGON EFFECT: Where all students are above averagegiving all learners a high grade in spite of their performance so that
everybody is happy.
SUPPORT EVALUATION WITH ACTUAL INCIDENTS OBSERVED
BEING OVERLY STRINGENT (OVERLY CRITICAL) OR LENIENT
(OVERLY CHARITABLE)
BIAS/CONTRAST: Rating against an individual rather than the standard.
E.g. Comparing the current group of students with the previous rotation
group

LOGICAL ERROR: Permitting the rating in one area to influence

another area
CENTRAL TENDENCY: Circling all the ratings on the evaluation
form the same way

THE G-R-A-D-E STRATEGY TO PREVENT THE

PITFALLS
G- GET READY
Review course expectations
Review evaluation form
Consider unique opportunities/ challenges of your area
What are your expectations of the learner
R- REVIEW EXPECTATIONS WITH LEARNER
Meet very early in the experience
Determine Knowledge and skills levels
Review program goals, your goals, learner goals
Describe the evaluation process

A- ASSESS
Observe
Record
Provide feedback regularly
Have learner self-assess
D- DISCUSS ASSESSMENT AT MID-POINT
Formal meeting
Learner and evaluator fill out form in advance
Compare evaluations together
Discuss differences and how expectations are being met

E- END WITH A GRADE

Complete evaluation in advance
Schedule sufficient time
Support your evaluation with examples
Highlight items that can be worked on in the future