Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 3. Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Overlooks biological, Considers factors on Selects the most critical Unable developmental, cognitive, multiple levels relevant to factors relevant to child to developmental, child and family assessment and family assessment on assess psychological, social, including biological, biological, cognitive, cultural, community, cognitive, developmental, developmental, and/or spiritual factors psychological, social, psychological, social, relevant to child and cultural, community, and cultural, community, and family assessment spiritual factors spiritual levels Undervalues client Considers most relevant Thoughtfully includes Unable to diversity factors including diversity factors including subtle and/or interactive assess poverty, oppression, poverty, oppression, diversity factors that disability, discrimination, disability, discrimination, impact the child and alternative family alternative family structure family’s psychosocial structure etc. etc. Unable to assess for Identifies indicators of all Performs complex Unable clinical risks related to key clinical risks and assessments related to to abuse, neglect, suicidality, assesses and consults clinical risks; mobilizes assess or dangerousness appropriately protective resources Difficulty identifying Often identifies strengths, Always selects key Unable strengths, resilience, and resilience, and protective strengths, resilience, and to protective factors in child factors protective factors to assess or family support child development Unable to organize, Organizes, analyzes, and Efficiently organizes, Unable analyze, and communicate communicates assessment analyzes, and to assessment information information sufficiently communicates assessment assess information with concision Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? Unable 1 2 3 4 5 to Assess Not Proficient Competent Exceptional Mastery
Specific examples of student attainment for this competency (must contain supporting details particularly for scores above 4.0): Specific ways student could enhance or improve competency in this area (most contain supporting details particularly for scores 1.5 or below): Please check the box in each row that best matches your observationally-based appraisal of the student: 3. Assessment of Individuals, Families, Groups, Organizations, and Communities: Collects, analyzes, and applies relevant information to promote the effective delivery of clinical services and/or the effective execution of administrative and planning projects. Improvement Desired Competence Mastery Overlooks biological, developmental, cognitive, developmental, psychological, social, cultural, community, and/or spiritual factors relevant to child and family assessment Considers factors on multiple levels relevant to child and family assessment including biological, cognitive, developmental, psychological, social, cultural, community, and spiritual factors Selects the most critical factors relevant to child and family assessment on biological, cognitive, developmental, psychological, social, cultural, community, and spiritual levels Unable to assess Undervalues client diversity factors including poverty, oppression, disability, discrimination, alternative family structure etc. Considers most relevant diversity factors including poverty, oppression, disability, discrimination, alternative family structure etc. Thoughtfully includes subtle and/or interactive diversity factors that impact the child and family’s psychosocial Unable to assess Unable to assess for clinical risks related to abuse, neglect, suicidality, or dangerousness Identifies indicators of all key clinical risks and assesses and consults appropriately Performs complex assessments related to clinical risks; mobilizes protective resources Unable to assess Difficulty identifying strengths, resilience, and protective factors in child or family Often identifies strengths, resilience, and protective factors Always selects key strengths, resilience, and protective factors to support child development Unable to assess Unable to organize, analyze, and communicate assessment information Organizes, analyzes, and communicates assessment information sufficiently Efficiently organizes, analyzes, and communicates assessment information with concision Unable to assess Considering the above items and other relevant factors, how would you rate the student’s overall level of competence related to assessment? 1 2 3 4 5 Unable to Assess Not Proficient Competent Exceptional Mastery
First%20Semester%20Progress%20Review%2C%20Second%20Year%20CF%20Students.docx