Levels of Student Learning
- No understanding of theory or practice demonstrated. Student misses the point.
- The Student makes simple and obvious theory to practice connections but does not demonstrate broad understanding.
- The Student’s response only focuses on one relevant aspect.
- The Student is governed by rules and has no experience of the situation on which to draw.
- The Student needs a high level of supervision and support to draw conclusions about the Child/Children, to develop appropriate learning goals and to problem solve.
- The Student’s use of time in planning and teaching is inefficient.
- The Student is more focussed on their own performance rather than on the Child or the effectiveness of their teaching.
- The Student can understand several components but the understanding of each remains discrete. A number of connections are made but the significance of the whole is not determined. Ideas and concepts around an issue are disorganised and are not related together.
- The Student’s response focuses on several relevant aspects but they are treated independently and additively.
- The Student has had sufficient prior experience of a situation to deliver marginally acceptable performance.
- The Student continues to need support from Cooperating Teacher.
- The Student’s need for supervision is related to the complexity of the child/situation and their level of previous experience.
- The Student is able to recognize some aspects related to the situation and is able to draw some conclusions about the Child/Children, to develop some appropriate learning goals.
- The Student’s use of time in planning and teaching is somewhat efficient.
- The Student is becoming focussed on the Child and is developing an ability to use observation to assist planning and teaching.
- The Student can indicate connection between facts and Graduate level theory, action and purpose.
- The Student shows understanding of several components which are integrated conceptually demonstrating understanding of how the parts contribute to the whole.
- The Student can apply theoretical concept to familiar problems or work situations.
- The Student is able to integrate theory and practice coherently.
- The Student makes deliberate plans based upon analysis and careful deliberation of situations.
- The Student is able to identify priorities and manage their own work and benefit from learning activities that centre around decision making, planning and co-ordinating.
- The Student can mostly perform independently and only seeks support in a complex situation.
- The Student is able to recognize meaningful aspects related to the situation and is able to use experience to problem solve and plan appropriately.
- The Student uses time efficiently and is able to prioritize.
- The Student is able to maintain focus on the child and the teaching situation.
Adapted with permission from McAllister, S., M. Lincoln, Ferguson, A. & McAllister, L. (2006). COMPASS®: Competency assessment in speech pathology. The Speech Pathology Association of Australia Ltd. and with reference to McAllister, S., M. Lincoln, Ferguson, A. & McAllister, L. (2010). Issues in developing valid assessments of speech pathology students’ performance in the workplace. International Journal of Language and Communication Disorders 45(1): 1-14.