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

Avoiding Intimidating Students

Heathfield (2006) and Marsh et al. (2005) provide some tips on how to avoid intimidating the student so that the issues can be effectively resolved.

• Create an environment that is conducive to successful conflict resolution. Quiet, private settings work best. Agree prior to sitting down together that the purpose of the meeting is to resolve the conflict. When you make this agreement, all parties arrive prepared.
• If you feel it will be a difficult situation and would like moral support, then arrange for a colleague who knows and has worked with the student to join you. Make sure the student knows who is going to be there in advance of the meeting. They might feel quite threatened if you go in 'mob-handed' without their prior knowledge.

• Ensure all the required assessment documentation is completed accurately and that all your previous meetings and the outcomes of those meetings are recorded as fully as possible.

• From the outset, try to create a safe and friendly environment by being relaxed and as informal as possible. Do not, of course, overdo this as you are ultimately going to give the student bad news and it would be rather cruel to lull them into a false sense of security.

• Determine what outcomes you'd like to see as a result of the discussion. A better working relationship? A better solution to the problem? A broadened understanding of each person's needs and wants? Thoughtful solutions and outcomes are infinite if you are creative.
• Begin by allowing each party to express their point of view. A useful opening strategy is to turn the focus onto the student by asking them their views on their progress. If they are aware of the problems during the practice placement, ask the student to carry out a self assessment either on paper or verbally. You may save yourself considerable time and anxiety if the student is self-aware enough to tell you why they may not have performed their best and identifies for you where the student thinks the areas of weaknesses are. If the student is lacking in self-awareness then this strategy has limited value but it does allow the student to have a voice before you break the bad news.

• The purpose of the exchange is to make sure both parties clearly understand the viewpoint of the other. Make sure each party ties their opinions to real performance data and other facts, where possible. This is not the time to discuss; it is the time to ask questions, clarify points for better understanding and truly hear the student's viewpoint.
• As previously stated, it is quite constructive in giving feedback to someone who has not performed well to provide feedback in what is sometimes called a 'praise sandwich'. Start by giving the student something positive about their progress and performance; then discuss areas that need improvement. Complete your feedback with another positive statement.

• Allow the student to question what you have said and discuss any issues they may have until they feel they understand the outcome.

• Agree on the difference in the points of view. You must agree on the problem together to begin to search for a solution. Often problems are simply misunderstandings. Try to focus on the issues, not the personalities of the participants. Don't "you" each other as in, "You always ..."
• Explore and discuss potential solutions and alternatives. Try to focus on both your individual needs and wants and the student. After all, if one person "wins," that means the other person" loses." Students who feel as if they have lost, are not effective learners, but will harbour resentment and may even sabotage the relationship. Make sure you discuss the positive and negative possibilities of each suggestion, before you reject any suggested solutions.
• Agree on a plan that meets the needs of all parties. Agree on follow up steps, as necessary, to make the plan work. Agree on what each person will do to resolve the situation. Set clear goals and know how you will measure success. Provide the student with advice on how they could improve future performance.
• Complete necessary documentation.
• Do what you agreed to do.