SpeechPathology.com Phone: 800-242-5183


SP - Adriana Lavi Sponsored Course 2020

Feedback versus Evaluation

Nancy Alarcon, MS, CCC-SLP, BC-ANCDS

January 12, 2015

Share:

Question

What is the difference between feedback and evaluation?

Answer

According to Dr. Jack Ende (1983), feedback is about the intent of affecting the receiver’s behavior.  It is the idea of giving a clear message to someone in order to help shape behaviors that will assist that person in developing skills, etc.  In contrast, evaluation is ultimately a cumulative summary based on evidence, data and observations.  It is a judgment that is made; and we are supposed to do that.  Evaluation is a final decision which is in contrast to the process of feedback. 

Feedback is integral to the learning process. Evaluation presents a judgment.  It identifies whether someone has met a goal or not.  It comes after the fact.  It is a closing point.  When you think about it, when we give an evaluation, it is not given at a point when the person is able to make changes.  Evaluation is a final or a summative judgment, whereas feedback is supposed to be nonjudgmental and as neutral as possible.  It provides information that the person can work off of, and it helps them to shape or form themselves professionally.

Nancy Alarcon, MS, CCC-SLP, BC-ANCDS is a Principal Lecturer and Director of Clinical Education in the Department of Speech and Hearing Sciences at the University of Washington, and is Director of the UW Speech and Hearing Clinic.  Her areas of clinical expertise include clinical supervision education, adult neurologic communication disorders, and supported communication.


nancy alarcon

Nancy Alarcon, MS, CCC-SLP, BC-ANCDS

Nancy Alarcon, MS, CCC-SLP, BC-ANCDS is a Principal Lecturer and Director of Clinical Education in the Department of Speech and Hearing Sciences at the University of Washington, and is Director of the UW Speech and Hearing Clinic.  Her areas of clinical expertise include clinical supervision education, adult neurologic communication disorders, and supported communication.  She has mentored over 500 graduate students during the past 26 years.  Nancy received her B.S. from Purdue University and her M.S. from the University of Wisconsin-Madison.  She is an ASHA Fellow, and has served in a number of professional leadership positions at the state and national level.


Related Courses

The Art of Debriefing: Key Elements in CSD Simulation Education
Presented by Carol Szymanski, PhD, CCC-SLP, CHSE
Video

Presenter

Carol Szymanski, PhD, CCC-SLP, CHSE
Course: #8704Level: Intermediate1.5 Hour
  'Lots of new information for me'   Read Reviews
This course defines and describes the types of simulations utilized for clinical education in communication sciences and disorders (CSD). The learning theory behind simulation education will be presented, with the process and examples of debriefing specifically highlighted.
Please note: This course uses a different recorded format from most of our courses; arrows on the playbar must be used to progress through the course. When playback stops after the course introduction, use the right arrow key to progress to the second slide, where you can read the full playback instructions. Due to the nature of the development of this content, this course is best viewed on a tablet-sized screen or larger. Please plan your viewing experience accordingly.

Honing Your Supervision Skills through Relationship, Feedback, and Reflection
Presented by Katie Strong, PhD, CCC-SLP
Video

Presenter

Katie Strong, PhD, CCC-SLP
Course: #9484Level: Introductory1 Hour
  'I loved the way it was presented! Great ideas'   Read Reviews
This course will provide strategies and frameworks for developing skills in supervising students, clinical fellows, and employees. Emphasis will be placed on the importance of the relationship between the supervisor and supervisee, techniques for supporting avenues for reflection, use of tools to recognize and address value conflict, and developing methods of delivering feedback.

Clinical Educator Strategies for Using Formative and Summative Feedback
Presented by Angela Sterling-Orth, MS, CCC-SLP
Video

Presenter

Angela Sterling-Orth, MS, CCC-SLP
Course: #9004Level: Intermediate2 Hours
  'Excellent information and well-organized which made it easy to process all of the information provided'   Read Reviews
One of the most powerful tools for providing effective clinical education and mentoring comes in the form of feedback provided to the supervisee or mentee. This course will teach professionals juggling service delivery and supervisory roles about these feedback strategies and will discuss how to integrate them into a wide range of responsibilities they encounter.

Assess and Improve Your Supervision Skills
Presented by Nancy B. Swigert, MA, CCC-SLP, BCS-S
Video

Presenter

Nancy B. Swigert, MA, CCC-SLP, BCS-S
Course: #9007Level: Intermediate2 Hours
  'explanations of more models supervision'   Read Reviews
SLPs should assess a variety of skills needed for effective supervision, including: building relationships, communicating, goal-setting, assessing performance, providing feedback and guiding changes in behavior, and managing conflict. In this course, strategies to improve supervisory skills in each area are shared, and web-based tools to increase efficiency are highlighted.

Effective Coaching Strategies in Clinical Supervision and Instruction
Presented by Hayley Arnold, PhD, CCC-SLP
Video

Presenter

Hayley Arnold, PhD, CCC-SLP
Course: #9795Level: Introductory1.5 Hour
  'Easy to digest'   Read Reviews
Coaching has been defined as “a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness in the other” (Silsbee, 2010). This course discusses coaching techniques that can be utilized in various clinical instruction and supervision scenarios, and the evidence supporting their use.