Evaluation and Feedback - April 1994 ERIC Digest...

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April 1994 EDO-CG-94-16 Introduction Counselor educators and field supervisors often feel uncomfortable about assessing trainee skills and struggle to find an appropriate vehicle for delivering essential con- structive feedback regarding performance. Most have received little or no training in evaluation or assessment practices. However, current and proposed accreditation, certification, and licensure regulations place an increas- ing emphasis on the evaluation and assessment of coun- selor performance. Clearly, evaluation practices will need to be augmented by theoretical and conceptual knowl- edge, as well as programmatic research. The purpose of this digest is to suggest that there exist some fairly basic premises from educational psy- (Isaacs & Michaels, 1981), and counselor supervision lit- supervision evaluation practices, and thus reduce the ambiguity and uncertainty about evaluation in supervi- sion. Although this digest does not specifically address program evaluation, it should be clear that this is also an important component of any comprehensive evaluation endeavor. Evaluation Defined Professional competence evaluation is made in a series of formal and informal measurements that result in a judgement that an “individual is fit to practice a profes- sion autonomously” (McGaghie, 1991). Summative evalu- ation describes “how effective or ineffective, how adequate or inadequate, how good or bad, how valuable or invaluable, and how appropriate or inappropriate” the trainee is “in terms of the perceptions of the individual who makes use of the information provided by the evalu- ator” (Isaac & Mitchell, 1981, p. 2). Counselor supervi- sors are responsible for summative evaluations and assessments of supervisee competence to university departments, state licensing boards, and agency admin- istrators. Summative evaluation is described by Bernard and Goodyear (1992) as “the moment of truth when the supervisor steps back, takes stock, and decides how the trainee measures up” (p. 105). Effective summative evalu- ation requires clearly delineated performance objectives that can be assessed in both quantitative and qualitative terms and that have been made explicit to the trainee during initial supervision contacts. The heart of counselor evaluation, however, is an on-going formative process which uses feedback and leads to trainee skills improvement and positive client outcome. In this case the trainee is the person using the informa- tion. Bernard and Goodyear (1992) refer to this kind of evaluation as “a constant variable in supervision.” As a result, every supervision session will contain either an overt or covert formative evaluation component. Evaluation Practices and Procedures
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Evaluation and Feedback - April 1994 ERIC Digest...

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