Part Two - At Final Evaluation - SPEF-R2 Training

The SPEF-R2^© is formally completed for the second time in the last days of your student's practice placement.

While the final evaluation is summative i.e. the results contribute to your student's overall result, the feedback you provide continues to have a formative role, assisting your student's understanding of their performance and supporting ongoing learning and development.

The final evaluation process requires you to follow generally the same steps as you did when completing the halfway evaluation. You may wish to review the previous sections of the module in the first instance if you need a quick refresher or "get stuck".

This section of the module includes

a checklist of key steps for completing the final evaluation
information highlighting key considerations during the final evaluation process.
prompts of required administrative tasks

Key Considerations at Final Evaluation

Are there differences between halfway and final evaluation that I should be aware of?

While the general processes for completing the SPEF-R© and discussing it with your student at final evaluation are the same as at halfway, there are a number of considerations to keep in mind at this time.

Base final ratings on your student's overall performance for each item from halfway until the completion of the final evaluation. Where possible, comments and feedback should refer to more than one example of your student's performance - otherwise they may feel they are being evaluated on the basis of a single incident.
Avoid altering standards. The rating scale is to be applied in the same manner at both the halfway and final evaluations. Practice educators may, however, have increased expectations of student performance at the final evaluation. This means the standards against which you rate the student performance at halfway and final evaluation should remain the same, but your expectations of performance against those standards may be different.
Give your student the rating that corresponds with actual performance. Do not feel you have to automatically "go up a rating" if performance has shown some improvement. There may be times when the degree of improvement does not correspond to the descriptors of performance at higher levels of the rating scale. Increasing standards on the rating scale is only one way to indicate improvement. The use of verbal and written feedback is a very effective way of highlighting the development you have observed.

How do I let my student know that I have noticed her improvement-even though I couldn't always give her a higher score?

Listen to a practice educator respond to this question.
Transcript.

Collaborate with university staff in the event that your student is not going to pass the evaluation. Seek their advice and support prior to meeting to discuss the evaluation with your student.

Allocate sufficient time. Ensure that your discussion with your student is not rushed and you have the opportunity to cover any issues fully. For more ideas about this discussion you may like to revisit Communicating Feedback at Halfway.
Consider what your student can bring to the evaluation process. (Remember the Feedback Cycle - Module Two). Be clear about what preparation you would like the student to make prior to meeting to discuss the evaluation. Would you like them to complete the SPEF-R2© as a self-evaluation? Would you like them to complete a more general self-evaluation - identifying and describing specific areas of improvement, and areas where further development is required? How will they provide feedback about the practice placement? Are they required to complete the Student Review of Professional Practice Placement or some other feedback tool?

Student feedback is good. It might not help you, but it helps the next person. - Student

Be prepared to substantiate the ratings and feedback you have provided. Some students may wish to discuss and even challenge your decisions. Keep in mind examples of behaviours that illustrate higher standards on the rating scale.
Encourage your student to complete the Resumé Preparation Tool - Record of Professional Practice Placement Experience. This information is crucial when completing resumés and job selection criteria in the future. The tool was also developed with practice educators in mind. Previously practice educators reported feeling compelled to include background workplace specific information as part of evaluation summaries - this is no longer necessary. Your student will detail this information for themselves when they complete the tool.

Checklist of Administrative Requirements

Are there specific administrative tasks that need to be completed as part of the final evaluation process?

There are a number of general administrative tasks to complete during and after your discussion with your student. Check with your university to see if any additional processes are also involved.

Confirm that:

The Practice placement information sheet at the beginning of the evaluation form is completed (if completing the hard-copy version - this is not necessary for the online version).
Your ratings and feedback are recorded clearly.
Your student and all contributing practice educators have signed the document (hard copy version only). Signatures are recorded immediately below your Summary feedback at final evaluation.
You have returned the signed original of the evaluation to your university. For the SPEF-R2 Online, you can send this through to the university by clicking on the relevant button. Be sure to send or print a copy for your student first though.
You have provided your student with a copy of the evaluation.
With your student's consent, you have their post-practice placement contact details. You are prompted to do this on the evaluation form. This information is helpful if you wish to advise them of employment opportunities, seek consent for sharing resources they may have developed during practice placement etc.