Communication Sciences & Disorders
221 Bohannon Hall, 1207 Ordean Court, Duluth, MN 55812
Phone:(218) 726–7974; Fax: (218) 726–8693
Email: cd@d.umn.edu
Part 9: Evaluation of Clinic Performance
UMD Practicum Grading Protocol:
The clinic instructors in the CSD Program use the UMD Practicum Grading Protocol (See Appendix D), a tool which includes the Clinic Competencies outlined in ASHA Standard IV and is adapted from the Wisconsin Protocol for Assessment of Clinic Competence (W-PACC).
The UMD Practicum Grading Protocol uses a 10- scale rating system, which matches intern performance to numeric values. These values correspond to the level of support the intern requires from the clinic instructor. The clinic competence level, based on ASHA ratings, is a comparison of intern performance to a new professional beginning their Clinical Fellowship. By the time a student graduates, their ratings are expected to be at the Proficient level for starting their Clinical Fellowship.
What does it mean to have increased independence in clinic?
As a student intern gains experience, the expectation is they will increase their independence in case management. Sometimes students confuse the expectation of “independence” with the definition of “isolation”. Interns who do not consult with their clinic supervisors are NOT demonstrating independence; instead, they are isolating themselves and not using pro-active problem solving in seeking out the expert support in the program.
Interns are NOT expected to manage their caseload in isolation and to the exclusion of their clinic instructor; rather, interns are to demonstrate increased independence in initiating collaboration and coordination of client care.
As a student demonstrates increased independence, this means they are being pro-active in getting what they need to help their client; they are seeking out the resources and the professional support from their course instructor to provide the best service to their client.
Variations to the Grading Protocol:
At the RFP Clinic, certain group therapy programs and the diagnostic evaluation clinic use grade protocols designed specifically to reflect the knowledge and skills in those situations. Refer to Appendix D for grading tools used for the diagnostic evaluation clinic and for Interact.
Off-site instructors may choose to use a different grading protocol. Student interns in off-site placements are encouraged to ask, at the beginning of the semester, which grading protocol the practicum instructor will use to judge the intern’s performance.
Guidelines for Rating Performance:
| COMPETENCY LEVEL | SCORE | SCORE DEFINITION | PERCENT INDEPENDENT | INDEPENDENCE CATEGORY | Performance Scale by Intern Level |
|---|---|---|---|---|---|
|
Exceptional: Demonstrates skill level sufficient for Clinical Fellowship |
10 |
Operates independently 95-100% of the time. |
Independent: 95-100% |
Independent: Pro-active collaboration and case management
|
Exceptional |
|
Proficient: Demonstrates skill level sufficient for Clinical Fellowship |
9 |
Operates independently 85%-94% of the time. Via limited general direction, can problem solve. |
Independent: 85%+ General Direction: 15% |
Level IV |
|
| 8 |
Operates Independently 70%-84% of the time. Via limited general direction, can problem solve. |
Independent: 70%+ General Direction: 30% |
Level III |
||
|
Developing: Demonstrates positive growth toward skill level needed to enter Clinical Fellowship |
7 advanced | Via Limited general direction, can problem solve |
Independent: 60%+ General Direction: 40% |
General Direction &/or Demonstration
|
Level II |
| 6 Intermediate | Needs general direction with no repetition or further clarification. |
Independent: 50%+ General Direction: 50% |
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| 5 entry | Needs general direction consisting of direct discussion with repetition and further clarification of ideas immediately or in succeeding discussions. |
Independent: 40%+ General Direction: 60% |
Level I |
||
|
Emerging: Demonstrates significant limits in skills needed to enter Clinical Fellowship |
4 | Needs specific direction but no demonstration. |
General Direction: 50%+ Specific Direction: 50% |
Specific Direction &/or Demonstration |
|
| 3 | Needs specific direction and role–played demonstration. |
General Direction: 40%+ Specific Direction: 60% |
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| Pre–Emergent | 2 | Needs specific direction and demonstration with the client. |
General Direction: 30%+ Specific Direction: 70% |
||
1 |
Despite specific direction, role-play, demonstration, and repetition, does not demonstrate satisfactory performance or ability to make change. |
Specific Direction with absent or unsatisfactory performance or change: 70- 100% |
Specific Direction from Instructor does not alter unsatisfactory performance & inability to make change |
Performance Standards:
A student’s grades are based on performance as measured by the UMD Practicum Grading Protocol and the clinic instructor’s judgment. Suggested grade assignments are based on the score from the grading protocol, adjusted for the level at which the student is functioning.
At the beginning of each semester, the intern and the clinic instructor will establish the intern’s experience level. The student will be assigned to one of four Experience Levels based on the following:
- total number of clock hours the student has accrued;
- total number of previous clients;
- previous experience with a client of the same diagnosis/management approach;
- academic coursework or equivalent related to the diagnosis
Intern Experience Levels:
| Level | Requirements | Experience | # of previous clients | Current practicum | Academics |
|---|---|---|---|---|---|
| I | Meets 2 or more criteria. | Less than 20 clock hours accrued | One previous client | Past experiences, # of clients, or clinical preparation is insufficient, per instructor´s judgment | Has not had the academic experience, per instructor´s judgment |
| II | Must meet or exceed all criteria; otherwise, drop back one level. | At least 30 clock hours of therapy | At least 2 previous clients and/or equivalent of one semester´s practicum experience | First client with this communication diagnosis | Has or currently is taking relevant academic coursework, per instructor´s judgment |
| III | Must meet or exceed all criteria; otherwise, drop back one level. | At least 90 clock hours of therapy | At least 6 clients and/or an off-campus practicum | First client with this communication diagnosis or first experience with this specific management approach | Has or currently is taking relevant academic coursework, per instructor´s judgment |
| IV | Must meet or exceed all criteria; otherwise, drop back one level. | At least 150 clock hours of therapy | At least 10 clients and/or an off–campus practicum | Approximately the same management approach used with at least one other client | Has or currently is taking relevant academic coursework, per instructor´s judgment |
In determining the final letter grade, the clinic instructor considers the student intern’s level of clinical experience and the difficulty of the client/caseload. The clinic instructor also considers the intern’s completion of intern clearances, professional conduct at all times in the clinic, and practicum class participation, as described in the Intern Clearances and Workplace Expectations(Appendix D) and the Class Participation Rubric (Appendix D).
Suggested Grade Assignments at Each Level:
| Letter Grade | Level One (5 scale) | Level 2 (7 scale) | Level 3 (8 scale) | Level 4 (9 scale) |
|---|---|---|---|---|
| A | 4.65–5.00+ | 6.51–7.00+ | 7.44–8.00+ | 8.37–9.00+ |
| B* | 4.00–4.64 | 5.60–6.50 | 6.40–7.43 | 7.20–8.36 |
| B– | 4.00–4.10 | 5.60–5.74 | 6.40–6.56 | 7.20–7.38 |
| C | 3.20–3.99 | 4.55–5.59 | 5.20–6.32 | 5.85–7.19 |
| D | 2.50–3.19 | 3.50–4.54 | 4.00–5.12 | 4.50–5.84 |
| F | 0.00–2.49 | 0.00–3.49 | 0.00–3.99 | 0.00–4.49 |
*A grade of B– or lower and instructor concern of intern performance will result in initiation of the Counsel Out Policy.
The above are only suggested grading guidelines, and the clinic instructor has the ability to adjust the grade up or down based on the student’s performance in achieving practicum objectives.
If a student has more than one client, or does one or more diagnostic evaluations during the semester, each activity will receive a grade (exceptions are hearing or speech/language screenings in the public schools). The final composite grade will then be determined by weighing each grade, based on the amount of time involved in the activity.
Tracking Progress
Student interns generally will meet with the clinic instructors once each week to discuss their client’s progress and to discuss their clinical growth and expectations. As the semester progresses, students may be asked to complete self-critiques of their clinical knowledge and skills. Self-assessment is a critical skill for making effective decisions regarding professional need and clinical expertise. Using self-assessment and instructor input, student interns are encouraged to set personal performance goals with their clinic instructor. Progress toward personal goals is a way to mark progress and learn to self- critique performance.
Approximately half-way through the semester, the clinic instructor may begin evaluation conferences with student interns. UMD clinic instructors will use the UMD Practicum Grading Protocol (Appendix D) as a part of this evaluation.
Near the end of the semester, another conference is scheduled for a re-evaluation. At this time or earlier in the semester, students also may be asked to self-rate their performance. The process is repeated each semester, and written evaluation comments are filed in the student’s department records.
If specific concerns are raised about a student intern’s performance in practicum, the Counsel Out Procedure (Handbook Part 10) may be used. This is a process of looking at the difficulties, establishing behavioral objectives for the student intern, then evaluating progress.
At the end of the semester, student interns will be asked to rate their clinic instructor’s performance, using two rating forms:
- The CSD Department Clinic Instructor Evaluation Form (Appendix B)
- University of Minnesota Instructor Evaluation Form
The purposes of performance ratings are to maintain a performance record and to provide a method of feedback on strengths and areas of development for both students and instructors.