Developing and Using Evaluation Guidelines for Final Practicum

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Abstract
This article describes the development and use of new evaluation guidelines which specify required performance levels on practicums. Their usefulness is presented in terms of defining learning agendas for placement and in distinguishing between passing and unsatisfactory performances. The relationship of the specific guidelines to the global assessment usually made by field educators is discussed. Problems still remain in using these guidelines to distinguish between different levels of pass, and possible future developments in this area are described.

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