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Placement Supervisor Resource
Workbook five: Assessment and feedback
When you have completed this section and the activities contained within it, you should be able to:
- Explain the purpose of feedback
- Summarise the importance and benefits of effective feedback
- Apply the principles of effective feedback
- Employ ways to enhance /further develop your feedback skills
- Recognise and deal with early concerns relating to student’s knowledge, skills or attitudes
Assessment
All work placements will have some form of assessment, but this varies greatly between academic courses and placement settings. Some courses will have credit bearing assessment undertaken during placement whilst others will only have a satisfactory /unsatisfactory judgement related to workplace experience. On some courses university assessors will assess students on placement e.g. SVQ courses.
Information on requirements for placement assessment will be available in course specific placement guidance handbooks for students and staff with clear details of type of assessment, who will be responsible for assessment, how and when these will be undertaken etc. If you have any questions about assessment during placement the course placement coordinator will be pleased to help.
If the placement supervisor is required to undertake formal, credit -bearing assessment during placement they will be given further training to ensure that assessment of competency is valid and reliable and in accordance with university regulations.
Feedback/Feedforward
No matter what type of assessment is required for your work placement, giving feedback is an essential part of the role of all supervisors. The purpose of feedback is to facilitate learning, offer remedial guidance, set objectives and motivate development. Rowantree’s (1987:27) statement “Feedback is the lifeblood of learning” emphasises the important role that feedback plays in the learning process. Without the provision of feedback good practice is not reinforced, errors go uncorrected and effective learning does not happen.
Traditionally we talk about feedback but often we now also refer to this as feedforward, reflecting the important role it plays in helping the student to move forward.
Benefits of effective feedback:
- Helps students make sense of what they have done
- Clarifies how they are getting on
- Gives understanding of how they can close the gap between current and expected performance
- Helps students identify and take ownership of what they need to work on
- Enhances motivation to learn
- Builds confidence and self-esteem
For the supervisor:
- Helps recognition and affirmation of what student has learned
- Helps build learning/working relationship with student
- Helps reflection and evaluation on your facilitation skills
- Sense of job satisfaction
It is not uncommon for even experienced supervisors to feel nervous about giving feedback, especially if there are aspects requiring improvement. It can be tempting to delay or avoid feedback sessions, but it is essential to give timely feedback to both affirm positive practice and also to give students the opportunity and time to improve. Lack of feedback will leave the student feeling confused and unsure if they are doing things well or not. This can generate anxiety and lead to the student feeling uncomfortable in the placement setting.
Effective feedback
The process of giving effective feedback is a skill which can be developed and mastered with experience. It is a very useful skill not only for supervising students but also for working with colleagues and managing staff. Throughout this resource we have discussed the importance of a supportive and respectful supervisor/student relationship. An open and trusting relationship between supervisor and student will make the process of feedback easier for both parties.
Many different opportunities for giving feedback will occur during a placement:
- Informal feedback: as part of the normal day-to-day interaction
- ‘Formative’ feedback: i.e. feedback that is specifically designed to reflect on the student’s performance in relation to their learning objectives and give guidance on strategies for improvement and /or further development. Formative feedback is not assessed
- Formal feedback associated with the student’s end report
(Adapted from Freshtracks UK 2011)
Informal feedback
Informal feedback should be ongoing and should be used to support the student’s learning and provide opportunities for reflection. The student is on a learning journey and therefore errors and mistakes are to be expected, and accepted, as part of the learning process. Timely feedback will provide the student with an understanding of how they can close the gap between current and expected performance whilst helping them to build confidence and competence (Peach, Ruinard and Webb 2014).
Activity
Think back to the last time you received feedback at work.
Was the feedback helpful? Was the feedback delivered sensitively? How did it make you feel?
Feedback can be instigated by either the student or the supervisor. It should be done in a private area and to ensure that refection is relevant and accurate it should take place as soon after the event/activity as possible.
The process of giving feedback should be a two-way conversation with equal contributions from supervisor and student. Firstly, make it clear to the student that, even if informal, that the discussion is a feedback session. Research shows that students don’t always recognise that feedback is occurring and often this results in learning being lost (Heaslip and Scammell 2012:98).
You may have heard of the “feedback sandwich”
- Always start with positive comments – something that the student has done well and why it was good. This helps to put the student at ease but be careful to choose something that is deserved as if you are not sincere this can sound false and patronising.
- Even better if - discuss aspects that would benefit from development and explain why. Try to limit these by choosing the most important aspects, too may will be overwhelming and demotivating.
- Then finish with praise and examples of things that you feel went particularly well.
This technique is even more effective if you start the conversation by asking the student what they feel went well. This provides the opportunity to hear from the learner first and encourages self-reflection. The facilitator can then add their thoughts, affirming positive practice. You can then turn to areas that the student feels need improvement. Initially this process of self-reflection may be difficult for the student but if this tact is used on a regular basis the student’s ability to reflect on their practice will improve.
To be effective it is key that the feedback process is conducted both constructively and sensitively. Elcock and Sharples (2011:98) suggest that constructive feedback has the following key components:
- Objective
- Non-judgemental
- Based on specific evidence
- Motivating
- Encourages discussion
- Allows for positive course of action to be set for the future
- Boosts student confidence
- Encourages future learning
People do not always hear the same things. For many reasons there may be a difference in what you say to the student and how it is received and interpreted. It is therefore always wise to check that you both have the same understanding. This can be done by asking the student to paraphrase what has been said and/or agreed. Again, if this method is used regularly the student will feel comfortable with this technique and it will help them trouble-shoot their own performance (Boud 2000, Taras 2005).
Feedback in Action
Activity
- Watch these short videos which relate to mock feedback sessions for an allied health student on clinical placement. The first few videos show some poor feedback sessions. Reflect on what you feel are the problems and identify how the session could be improved.
- Use the list below to reflect on your own feedback skills. For each of the statements below identify if you do this “rarely”, “sometimes” or “often” when giving feedback to students or colleagues.
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rarely |
sometimes |
often |
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1 |
I pick an appropriate time and place to give feedback |
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2 |
The feedback I provide has a positive intent |
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3 |
I provide feedback that is fact-based |
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4 |
I keep my emotions in check remaining calm and keeping my voice even |
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5 |
I focus on the steps of the feedback process to keep the dialogue on track |
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6 |
I provide specific, detailed information about a person’s behaviour or performance |
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7 |
I explain the impact the actions are having on the team or the service |
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8 |
I make feedback a two-way dialogue, listening as well as speaking |
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9 |
I clarify my expectations if there is any confusion about the behaviour in question |
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10 |
I provide input as needed in developing an action plan for meeting behavioural or performance goals |
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11 |
I encourage the recipient to have input in setting outcomes |
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12 |
I try to understand feedback from the other person’s point of view |
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13 |
I end a feedback session with an action plan to move forward |
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14 |
I remember to thank and encourage the recipient of my feedback |
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(Adapted from Wemyss 2011, HETI 2012)
| Mostly "rarely" | Mostly "sometimes" | Mostly "often" |
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There is room for improvement. Gaining insight into your skills is the first step in improving. |
You are on your way to demonstrating good feedback behaviours – keep practising! |
Excellent work – but there is always room for improvement! |
Use this self- evaluation to identify ways that you can enhance your feedback technique
Feedback checklist
You may find this feedback checklist helpful.
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Action |
Rationale |
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Give feedback as soon after the event as possible |
This makes reflection more relevant and maximises the learning process |
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Ensure privacy and provide an appropriate setting |
The conversation should not be overheard by others |
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Discuss the aim of the feedback session |
The student should be aware that this is a feedback session, even if informal |
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Ensure it is a two way process |
Engaging the student in a collaborative decision making discussion will enrich learning |
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Ask the student how they felt the activity went |
Encourages the student to be reflective and take ownership. Allows you to assess the student’s self-awareness |
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Always start with something positive |
Puts student at ease |
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Use descriptive feedback |
Feedback should be non-judgemental and describe what has happened I think you need to improve ………. because I witnessed ……. |
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Give specific examples |
I liked the way that you ……… this showed that ………. General or vague comments will not help students to enhance their performance |
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Focus on the behaviour/skill not the person |
Your feedback should be based on behaviours/skills that can be enhanced. Focus feedback on the student’s behaviour and what they did rather than commenting on who they are as a person |
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Feedback should be linked to learning objectives |
Looking at the outcome and what they need to do to achieve the outcome will encourage a problem solving approach by the student. It also encourages feedback to be non- judgmental. |
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Use the feedback sandwich |
Give balanced and constructive feedback. Give positive feedback as well as feedback on what can be improved. |
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Select priority areas that need development |
Do not give too many as this may be demoralising. Select the most significant areas and address others later if necessary |
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Together set achievable objectives |
Set clear learning objectives that are realistic and achievable. Follow up to see that these have been met this making feedback meaningful and effective. |
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Check that the students has understood your feedback |
Confirms that you have a shared understanding of what has been said. Can also give confirmation that the feedback has been accepted. |
(Adapted from Gray 2014: 115)
Formal feedback
Formal feedback is a more structured, planned event and usually takes place at pre-determined stages of the placement – the start, mid -placement and at the end of the placement.
Half-way through placement the supervisor should arrange to have a formal meeting with the student to discuss the placement. Explain the purpose of the meeting to the student and advise that it will be a two-way process and that they will be asked about their experience of placement. The time for the meeting should be pre-arranged to give both parties time to prepare for the meeting.
During the meeting more formalised, generic feedback should be given to the student about both strengths and areas requiring further development. It is important to provide the student with enough detailed information to enable them to further enhance their skills before the end of the placement.
The supervisor should also review the student’s learning contract and the goals that were developed at commencement of the placement. This open discussion should identify goals achieved and enable identification of any necessary additional experiences required to meet unachieved goals.
Feedback from the student on how they are experiencing the placement is also very valuable. It is important to ask the student for their opinion on the supervisory process, the type of feedback being provided and how they are managing with the workload in general. This feedback can be used to help the supervisor make changes to their supervisory methods if necessary.
Some courses will provide a template for mid placement reviews. If this is not available, it is important that some form of accurate written record is kept of the meeting and that this is agreed and signed by the supervisor and the student.
The last week of the student’s placement can be very busy as the student prepares to complete the placement and either finish off workplace tasks or prepares to hand them over. There may also be paperwork they need to complete for the university. It is therefore important to have planned time set aside for your last feedback/assessment meeting.
You will more than likely have some final paperwork to complete with the student at this meeting e.g. signing of the learning contract and learning objectives, a placement report and perhaps other university documentation specific to the student’s course. It is useful to complete these in draft format before the meeting and then only final changes need made in relation to discussions during the meeting.
If you have been giving ongoing feedback nothing said at this meeting should come as a surprise to the student. If progress and performance has not been acceptable then this should have been discussed earlier and the student given the opportunity to improve.
Concerns about a student's performance
Placement is an exciting and valuable experience for students. It can, however, be challenging and some students may find it a struggle to fit in and some may have difficulties developing the required skills that they need to successfully meet their learning objectives for placement.
If you have concerns regarding knowledge, skills or attitudes of the student, then alarm bells should start to ring. Early warning signs should not be ignored. Points of concern should be discussed with the student as soon as possible and not left until the next scheduled feedback meeting.
- There may be circumstances affecting the student’s performance that you are not aware of
- There may be a simple solution
- The student may not be aware that there are matters of concern
Acknowledging the situation can be challenging, for both the student and the supervisor. It may feel uncomfortable but raising concerns early gives the student the opportunity to address and rectify problems and, hopefully, go onto have a successful placement. Using feedback techniques discussed previously, a sympathetic and constructive approach should be taken and clear guidance given on strategies to improve performance.
Activity
Watch the video of a mock feedback scenario with a student on clinical placement.
This conversation could have been challenging due to the issues that needed to be raised. What steps were taken to make this conversation acceptable to both parties?
- If your concerns relate to any additional needs that the student may have then please speak with the university.
- It is important that you remember that your role with regard to the student is that of an educational facilitator and that if the student has personal problems in need of support then the student should be encouraged to contact the university support services.
If issues are not resolved and remain problematic discussions will be held about ending the placement
References
- Elcock, K. and Sharples, K. (2011) A Nurse’s Survival Guide to Mentoring. Edinburgh: Churchill Livingstone :
- Freshtracks UK (2011) Five tips for giving better feedback. [Online]. Available from <http://www.freshtracks.co.uk/2011/04/five-tips-for-giving-better-feedback/> [6 August 2019].
- Boud, D. (2000) ‘Sustainable assessment: Rethinking assessment for the learning society’. Studies in Continuing Education 22(2), 151–167.
- Gray, M. (2014) Practical Skills for Mentoring in Healthcare. London: Palgrave Macmillan
- Heaslip, V. and Scammell, J. M. E. (2012) ‘Failing underperforming students: The role of grading in practice assessment’. Nurse Education in Practice 12 (2) 95-100
- New South Wales Health Education and Training Institute (2012) The Learning Guide a handbook for allied health professionals facilitating learning in the workplace. Sydney: HETI
- Peach, D., Ruinard, E. and Webb, F. (2014) ‘Feedback on student performance in the workplace: The role of workplace supervisors’. Asia-Pacific Journal of Cooperative Education 15(3), 241-252
- Rowantree, D. (1987) Assessing students: How shall we know them? 2nd Edition. London: Kogan
- Taras, M. (2005) ‘Assessment – summative and formative – some theoretical reflections’. British Journal of Educational Studies 53(4), 466-478
- Wemyss, M. (2011) ‘Giving and Receiving Feedback Quiz’. Clinical Supervision for Allied Health Professionals. Sydney: Sydney Children’s Hospital Randwick.