Formative feedback, rubrics, and assessment of professional competency through a speech-language pathology graduate program
Affiliation.
- 1 Department of Speech and Hearing Science, George Washington University, Washington, DC, USA. [email protected]
- PMID: 20539934
Professional competencies independent of discipline-specific knowledge and skills are addressed by most allied health professions. This paper presents the process of developing and testing a Graduate Student Development Profile (GSDP) in rubric format. In addition to documenting behaviors, a rubric system provides formative feedback helpful to student learning and development as a professional. A rubric for rating responsibility for learning, critical thinking, cognitive flexibility, professionalism, and communication, each with specific subcategories, was created, developed, and implemented by faculty and clinical staff to guide the three sequential evaluations each master's level student receives during the five-semester speech-language pathology program. Pilot scoring of master's students was used to calibrate and refine the GSDP before official implementation. Two evaluations were completed during faculty meetings to familiarize users with the GSDP. A third evaluation was conducted via a secured website. In each case, resulting scores and specific comments for each student were shared during a faculty meeting before being presented to students individually. The GSDP documents the speech-language pathology student's professional competency demonstrated across academic, clinical, and interpersonal settings. The web-based version brings convenience and efficiency to the often formidable, but fundamentally necessary, process of providing formative and summative feedback to students.
- Educational Measurement / methods*
- Professional Competence*
- Speech-Language Pathology / education*
- Teaching / methods
Current time by city
For example, New York
Current time by country
For example, Japan
Time difference
For example, London
For example, Dubai
Coordinates
For example, Hong Kong
For example, Delhi
For example, Sydney
Geographic coordinates of Elektrostal, Moscow Oblast, Russia
City coordinates
Coordinates of Elektrostal in decimal degrees
Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.
WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).
Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.
Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).
Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).
UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.
Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .
Elektrostal , Moscow Oblast, Russia
COMMENTS
The Department of Elementary and Secondary Education (ESE) has reviewed its contents for consistency with the Specialized Instructional Support Personnel (SISP) Model Rubric. The resource is intended to support the understanding and use of the SISP rubric as it applies to school speech-language pathologists.
Speech-language pathologist follows Speech-Language Department best practices for evaluation procedures and addresses all communication areas (including expressive & receptive language, pragmatics, articulation & phonology, voice, fluency, and oral-motor), uses a variety of assessment tools, and writes a clear evaluation report.
ASHA's Performance Assessment of Contributions and Effectiveness of Speech‐Language Pathologists (PACE) is an appropriate tool for evaluating SLPs in your school. The PACE Step‐by‐Step Guide is available to assist the administrator and the SLP in understanding and completing the PACE process.
Assessment of SLP's Performance Speech Language Pathologist Performance Evaluation Rubric The Performance Evaluation Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the Therapist or Nurse.
Rubric for Evaluating North Carolina's Speech-Language Pathologists. STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language Pathologists work cooperatively with school personnel to accomplish the goals and objectives of the local education agency. a.
Level of Performance Rubric for SPEECH-LANGUAGE PATHOLOGIST based on Framework 1 DOMAIN 1: PLANNING AND PREPARATION . Component Unsatisfactory Basic Proficient Distinguished . 1a: Demonstrating knowledge and skill in the specialist therapy . Specialist demonstrates little or no knowledge and skill in the therapy area.
Rubric for Evaluating North Carolina's Speech-Language Pathologists 60 Speech-Language Pathologist Summary Rating Form (Required) 82 ... Record of Speech-Language Pathologist Evaluation Activities (Required) 96. Introduction The mission of the North Carolina State Board of Education is that every public school student will graduate
SLP Evaluation Rubric Developed Around the Professional Practice Domains ... Speech Language Pathologist - Page 1 Domain 1 for Speech Language Pathologists: Planning and Preparation COMPONENT L EVEL OF P E R F O R M A N C E UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a:
Nevada Department of Education - NEPF - January 2020 - Rubric with Evidence and Descriptions - SLP Professional Practices Rubric - Page 2 STANDARD 1 PROFESSIONAL RESPONSIBILITIES: SLP demonstrates knowledge and skills in speech language pathology and related subject areas (e.g., literacy) and implements services in an ethical manner.
Speech-language assessment is a complex process. Assessing, describing, and interpreting an individual's communication ability requires the integration of a variety of information gathered in the evaluation process. ASHA's Preferred Practice Patterns for the Professions of Speech-Language Pathology (2004) indicates that comprehensive speech ...
The GSDP documents the speech-language pathology student's professional competency demonstrated across academic, clinical, and interpersonal settings. The web-based version brings convenience and efficiency to the often formidable, but fundamentally necessary, process of providing formative and summative feedback to students.
Probationary Speech Language Pathologist: Improvement Cycle Evaluation Flowchart Standards Review and Goal-setting: By October 15 Review and explain Performance Evaluation Rubric Review and complete Goal-Setting Form Timeline First Set of Observations: By January 1 First Informal Observations completed
Speech-Language Pathologist Growth Rubric Domain I: Planning Standard 1: The SLP plans long term and short term goals ... (216 licensed SLPs are not qualifi ed to provide assessment in the areas of language, fl uency or voice. The rating of Domain II indicators for 216 licensed SLPs applies to articulation assessments only.)
SLP independently and consistently demonstrates proficiency in preparation and planning for contacts, meetings, student assessment and therapy sessions. 1g. Evaluation & implementation of therapy. SLP has difficulty judging effectiveness of sessions and is unable to generate ideas for improvement.
TESS SPEECH LANGUAGE PATHOLOGIST RUBRIC e 2 DOMAIN 1: PLANNING AND PREPARATION (continued) Ineffective Progressing Effective Highly Effective 1d: Demonstrating knowledge of resources, both within and beyond the school and district SLP demonstrates little or no knowledge of resources for students available through the school or district.
The Speech-Language Pathologist Evaluation Processes and Rubric are intended to provide meaningful and relevant feedback for the speech language pathologist that supports guided, individualized, self-determined professional growth and development. ... Evaluation System. The practice rubric is aligned to national professional standards. The WI ...
Domain 1: Planning and Preparation. Component. Ineffective. Developing. Effective. Highly Effective. 1a:Demonstrating knowledge and skill in the speech/language therapy. Speech/ Language Therapist demonstrates little or no knowledge and skill in the therapy area. Speech/ Language Therapist demonstrates basic knowledge and skill in the therapy area.
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4 Rubric for Evaluating North Carolina Speech Language Pathologists Standard 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language Pathologists work cooperatively with school personnel to accomplish the goals and objectives of the local education agency. e.
Geographic coordinates of Elektrostal, Moscow Oblast, Russia in WGS 84 coordinate system which is a standard in cartography, geodesy, and navigation, including Global Positioning System (GPS). Latitude of Elektrostal, longitude of Elektrostal, elevation above sea level of Elektrostal.
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