Assessment of
Practicum Experience and Portfolio
For:
_____________________________________
_______________
(date)
|
Portfolio
- Documentation of Practicum Experience |
(60%) |
Score |
Comments |
|
Learning Agreement and Documentation of 75+ hours spent on a variety of
field activities |
15% |
|
|
|
Documentation of and Reflection on Initial Activities |
10% |
|
|
|
Documentation of and Reflection on Progressive Activities |
15% |
|
|
|
Documentation of and Reflection on Culminating Activities |
15% |
|
|
|
Other Components and Overall quality of Portfolio (organization, clarity,
access, supporting documentation: journal/self-evaluation, other
letters/information) |
5% |
|
|
|
Participation
in class and web-based discussions |
20% |
|
|
|
|
20% |
|
|
|
Total/Grade |
|
|
|
Overall
Comments:
Total: 15 |
Learning Agreement and
Documentation of 75+ hours spent on a variety of field activities
|
|
|
<10.5 |
Incomplete, late or otherwise unacceptable submission of Three Party Learning
Agreement, Practicum Designs, and/or Activity Logs and/ or insufficient hours
or inappropriate activities. |
|
|
10.5-11 |
Mismatched documentation or occasional late submission of Three Party
Learning Agreement, Practicum Designs (initial and final), and/or Activity
Logs and/or insufficient hours or activities. |
|
|
12-13.4 |
Completion, timely submission and inclusion in portfolio of Three Party
Learning Agreement, Practicum Designs (initial/planned and final/actual), and
Activity Logs totaling at least 75 hours with adjustments in submissions made
in response to requests and guidance from instructor |
|
|
13.5-15 |
Accurate completion and timely submission of Three Party Learning
Agreement accompanied by Practicum Designs (initial/planned and final/actual)
with appropriate communication and updates regarding any changes required in
the practicum design; Exemplary and regular communication regarding Activity
Logs and/or evidence of hours or activities undertaken during practicum
exceeding those required. |
|
|
Total: 10 |
Completion/Documentation
of Initial Activities
|
|
|
<7 |
Incomplete and poorly
organized submission that does not match practicum design or is unsupported by
activity logs; submissions that contain errors in grammar/spelling;
submissions that fail to demonstrate awareness, reflection and growth as a
professional. |
|
|
<7-7.9 |
Incomplete submission that does
not accurately reflect the final practicum design or are unsupported by
activity logs; submissions contain errors in grammar, spelling; submissions
that only minimally demonstrate awareness, reflection and growth as a
professional. |
|
|
8-8.9 |
Includes submissions
organized and clearly linked by section headings to listed initial practicum
design activities and supported by activity log entries. The submissions represent a complete and
clear summary of the activity and its relationship to professional growth and
include: description of activity, reflection on observation/actions within
the context and personal reactions to the information learned. |
|
|
9-10 |
Exemplary submissions organized
and clearly linked by section headings to listed initial practicum design
activities and supported by activity log entries. Entries demonstrate comprehensive
observation, clear and deep reflection and analysis of situations that are
grounded in both context and professional knowledge/experience and
demonstrate growing awareness of personal styles and increasing understanding
of the practicum context.
Appropriate/occasional reference is made to relevant professional
sources. |
|
|
Total: 15 |
Completion/Documentation
of Progressive Activities
|
|
|
<10.5 |
Incomplete and poorly
organized submission that does not match practicum design or are unsupported
by activity logs; or submissions that contain errors in grammar, spelling, or
inadequate organization; or submissions that fail to demonstrate awareness,
reflection and growth as a professional.. |
|
|
<12 |
Incomplete submission that
does not accurately reflect the final practicum design or are unsupported by activity
logs; submissions contain errors in grammar, spelling; submissions that only
minimally demonstrate awareness, reflection and growth as a professional. |
|
|
12-13.4 |
Includes submissions organized and clearly linked by section headings
to listed progressive practicum design activities and supported by activity
log entries. The submissions represent
a complete and clear summary of the activity and its relationship to
professional growth and include: description of activity, reflection on
observation/actions within the context and in relation to information
previously learned (through experience, coursework, professional readings,
etc.). |
|
|
13.5-15 |
Exemplary submissions organized and clearly linked by section headings to
listed progressive practicum design activities and supported by activity log
entries. Entries demonstrate clear and
deep reflection and analysis of situations grounded in both context and
professional knowledge and experience and demonstrating growth of awareness
of personal styles and approaches to specific skills. Citation or use of relevant professional
sources are incorporated and documented within the submission as appropriate.
|
|
|
Total: 15 |
Completion/Documentation
of Culminating Activities
|
|
|
<10.5 |
Incomplete and poorly
organized submission that does not match practicum design; final documents contain significant errors
in grammar/spelling, are irrelevant or of sub-professional quality. |
|
|
10.5-11 |
Incomplete or poorly organized
submission, partial mismatch with practicum design, or final documents
contain errors in grammar/spelling, are irrelevant or of poor professional
quality. |
|
|
12-13.4 |
Includes final documents
that correspond to listed culminating practicum design activities and are
professional, polished documents that can be shared with relevant individuals
at the practicum site. The submissions
represent a complete and clear summary report of the activity with description,
analysis, reflection and recommendations. |
|
|
13.5-15 |
Exemplary final documents
corresponding to the culminating activities listed in the final practicum
design. Documentation is of a high
professional quality are both appropriate and useful products demonstrating both
learning and professional skills application relevant to the practicum
participant's future position.
Reflection and recommendations are clear and citation or use of
relevant professional sources are incorporated and documented within the
product as appropriate. |
|
|
Total: 5 |
Other Components and Overall quality of Portfolio
|
|
|
<4 |
Unorganized, unclear or difficult to access; Incomplete supporting
documentation or lack of evidence of regular reflective journal entries or
self evaluation. |
|
|
4 - 4.4 |
Complete, clear, well-organized and easy to access; most supporting
documentation available and/or in logical and clearly marked locations
including regular reflective journal/self-evaluation, other
letters/information; |
|
|
4.5 - 5 |
Complete, clear, well-organized and easy to access; all supporting
documentation located in sections clearly designated and linked/referenced
where appropriate; reflective journal includes regular entries with both
clear descriptions and evidence of initial reflections and identification of
questions which are followed up in activity reflections. |
|
|
Total: 20 |
Participation in class and web-based discussions
|
|
|
<14 |
Infrequent and
inadequate/insubstantial participation in class and web-based discussions. |
|
|
14-16 |
Infrequent or
inadequate/insubstantial participation in class and web-based discussions. |
|
|
16-17 |
Regular (at least weekly) participation
in class and/or web-based discussions with significant or meaningful
contributions and appropriate postings. |
|
|
18-20 |
Frequent and regular
participation in both class activities and web-based discussions with regular
and significant postings, contributions, reflections and dialogue with
colleagues. |
|
|
Total: 20 |
|
|
|
<14 |
Both mentor and instructor feel
that the candidate may have made progress over the course of the practicum,
there remains need for significant improvement or need for additional
critical practicum experiences to round out the professional preparation the
participant prior to accepting a leadership position in this field. |
|
|
14-16 |
Both mentor and instructor
feel that, while acceptable progress may have been made, the end result of
the practicum experience was the obvious need for candidate improvement
and/or need for additional experiences to round out the professional
experiences of the participant prior to accepting a leadership position in
this field. |
|
|
16-17 |
|
|
|
18-20 |
Mentor and instructor agree that the participant made full use of the
practicum experience to develop awareness of, skills for and ability to serve
as a professional, strove to extend the experience and responsibilities at
every appropriate opportunity and demonstrated a clear understanding of and
ability to perform duties associated with the future profession. |
|