Assessment in the Work Place for Work-based Supervisors - Allin L & Turnock C (2007)

Table of Contents

1. ASSESSING STUDENT PERFORMANCE IN WORK-BASED LEARNING - Allin L & Turnock C (2007)
2. The Need for Assessment
3. Types of Assessment
   1. Formative Assessment
   2. Summative Assessment
   3. Criterion Assessment
   4. Performance Assessment
   5. The use of reviews and portfolios
   6. Learning contracts
4. When to use a Particular Assessment?
5. Giving Feedback
   1. Useful Tips
   2. Features of Positive Feedback
   3. Negative Feedback
   4. Written Feedback
6. Skills for Effective Assessment
7. Helping a Failing Student
   1. Failure in the submitted work
   2. Avoiding Intimidating Students
   3. Dealing with Non-improving Students
8. Conclusion
9. References

Failure in the submitted work

Students should fail when the student has been given detailed and regular feedback on areas of poor performance and has been made aware of the areas of concern and how to improve performance, but do not respond or act on feedback regarding their performance. A student fails to provide evidence of meeting the required standard (when the opportunity is available).

ACTIVITY

What action do you take to support students who are struggling?

There are a number of strategies that can be used to help support the student who appears to be failing. Marsh et al. (2005) and Sharp et al. (2005) identify a range of methods that a work-based supervisor could use:

• Early exploration and intervention with the student e.g. ask why they appear to lack interest or are constantly late.
• Avoid making assumptions and jumping to conclusions.
• Clear articulation of expectations.
• Prompt removal of obstacles to allow facilitation of progress.
• Negotiation of learning opportunities.
• Don't be afraid of your 'gut feelings' respond to the cues you have.
• Don't give the benefit of the doubt!! Acknowledge the 'alarm bells'!
• Ask colleagues for their views (especially those with more experience).
• Seek support and advice early from university staff and clinical managers or experienced assessors.
• Adopt an approach of giving consistent and regular positive and constructive negative feedback.
• Ask the student to self assess - ask them to say how they think they are performing (in relation to specific areas or generally).
• Get help in articulating the problems (particularly with unsatisfactory student attitude).
• Be clear about what you think the issue or problem is and try and give examples.
• Relate the examples to behaviours and observations rather than impressions or reports from others.
• Document problems/issues early.
• Develop a plan of action with specific objectives to support the student (specifying responsibilities of all involved).
• Discuss with others and seek support in dealing with students/your own emotional responses.
• Recognise your accountability and responsibility to fail (Duffy 2003).

However, these strategies may not always be successful. If this happens, then according to Marsh et al. (2005), a work-based supervisor needs to:

• Give formal written feedback at an early stage.
• Arrange tripartite meeting with student and appropriate parties from the student's higher education institution.
• Develop an action plan agreed by all parties.
• Arrange regular formal meetings with the student(s) to discuss progress during the placement.
• Give the student every opportunity and support to progress.
• Recognise that some students need to fail.