SPEF-R2 Training

Substantiating Feedback

  1. Home
  2. SPEF-R2© Modules
  3. Module One: Before the Student Arrives
  4. Part Two: Completing Key Tasks Before Your Student’s Arrival

An important emphasis of current evaluation practice is being able to "back up" or substantiate the ratings and feedback you provide.

How do I plan for substantiating evaluation feedback?

As you work through the SPEF-R2©, customising the item examples, it is the perfect time to plan how to substantiate your evaluations. Consider the type of information you will need to support your evaluation of your student's performance.

Ask yourself:

  • What will I be looking for here?
  • How could the student demonstrate this knowledge/behaviour/skill?

You may be able to:

  • observe the behaviour directly
  • ask your student questions to gauge understanding/extent of knowledge/reflection-on-practice
  • view written reflections
  • read documentation
  • request more formal presentation of information

Note ideas down so that you can let your student know what you will be looking for. If you have room record them on the evaluation form with your customised item examples. Alternatively record them on a separate piece of paper so that your student will be able to have a copy.

Develop a plan of how you will record specific examples of your student's practice. Many practice educators get into the habit of noting key examples in their diary or in a separate notebook. It is important to do this as soon after the event as you are able so that pertinent details are recorded accurately. Developing this practice can save you time when it comes to completing the evaluation as you will have all the information you need at your fingertips! It also underpins sound evaluation practice - You will have relevant information documented to corroborate the ratings and feedback you provide.