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Department of Communication Sciences & Disorders


Off-Campus Supervisors and Grading Clinical Performance:

Supervisors are asked to grade student performance at the mid-term and at the end of a clinical placement.  As a student progresses through the clinical experience, it is expected that their level of independence will increase.

  Assigning and Submitting Grades: Three Easy Steps

STEP ONE: Complete the Clinical Education Grading Protocol: The clinic instructors in the CSD Program use a grading protocol based on Program Learning Objectives and ASHA 2014 Certification Standards. Students completing clinical courses on campus will access the protocol via a Web-based tracking system.  For 2014-2015, students completing off-campus courses will use a paper version of the UMD CSD Grading Protocol.  Information on that grading protocol is available under Off-Campus Supervisor Resources.

Four Categories. The grading protocol divides skills into four categories.

  • Evaluation Skills
  • Treatment Skills
  • Preparedness, Interaction, and Personal Qualities

A student' proficiency in clinical performance is determined in part by the average rating of performance in each of these categories. 

Sliding-Scale system, depending on student experience. The grading protocol uses a 5-point scale that matches intern performance to numeric values. These values correspond to the level of collaborative competence versus the level of dependency the intern has for the clinic instructor to guide all clinical activity. 

Rating Scale ( use with permission from, 2014):

  1. Not Evident: Skill is not evidnect most of the time.  Student requires direct instruction to modify behavior and is unaware of neeed to change.  Supervisor must model behavior nd implement the skills required for client to receive optimal care.  Supervisor provides numerous instructions and frequent modeling (<25% of the time).
  2. Emerging: Skills is emerging but is inconsisten or inadequate.  Student shows awareness of need to change behavior with supervisor input.  Supervisor frequently provides instructions and support for all aspects of case management and services (skill is present 26-50% of the time).
  3. Present: Skill is present and needs further development refinement, or consistency.  Student is aware of need to modify behavior, but does not do this independently.  Supervisor provides on-going monitoring and feedback; focuses on increasing student's critical thinking on how/when to improve skill (skill is present 51-75% of the time).
  4. Adequate: Skill is developed/implemented most of the time and needs continued refinement or consistency.  Student is aware and can modify behavior in-session, and can self-evaluate.  Problem-solving is independent.  Supervisor acts as a colllaborator to plan and sugggest possible alternatives (skill is present 76-90% of the time).
  5. Consistent: Skill is consistent and well developed.  Studetn can modify own behavior as needed and is an independent problem solver.  Student can maintain skills with outher clients, and in othe settings, when appropriate.  Supervisor serves as consultant in areas where studentn has less experience; progres guidanceon ideas initiated by student (skills is present >90% of the time).

The grading scale is adjusted to the course in which the student is enrolled, reflecting the experience level of the student intern. Off-campus internships use the following scale:

Letter Grade

8597, 8697, 8797, 8897, 5097



*A grade of B– or lower and/or instructor concern of intern performance will result in initiation of the Remediation Procedures.


  STEP TWO:  Review and provide feedback to the intern at midterm and at the end of placement.  Provide information on strengths and areas for growth.  Talk with the intern about setting personal goals for improving clinical performance.


STEP THREE:  Send the protocol to the university liaison for the student’s records.



What does it mean to have increased proficiency in clinic?

As a student demonstrates increased proficiency, 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.


As a student intern gains experience, the expectation is they will increase their independence in case management.  Sometimes students confuse the expectation of increased independence and proficiency with definition of increased “isolation”.  Proficiency is not about "going it alone".  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. 





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Last modified on 10/29/14 10:58 AM
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