050519-2 mentor handbookf - The INCLEN Trust

Testing/reviewing evidence
In some courses it may mean examining various examples of evidence or
self-assessment. This may be through questioning, reflective discussion,
demonstration or explanation. Evidence may also be presented in a student portfolio.
Use the given criteria, but don’t be afraid of using your own professional
judgement.
Reviewing evidence
Be clear what the expectations are in order for the student to demonstrate
their achievements against the given criteria.
Use other people including the student, clients (adopt a triangulation approach)
to help ‘validate’ or confirm your assessment.
Types of evidence
Use a variety of approaches to assess the student:
• What you see, read and hear mainly provides evidence for you to assess
the student.
• Be creative – think of making opportunities to assess the things you need to:
• Role-play, scenarios, skills diary, reflective snapshots, critical incident analysis,
review of visits/experiences, observation and discussion, listening, prioritisation
exercises.
• Remember it is both ACTS & OMMISSIONS that contribute to the evidence
for practice performance and competence.
• Be aware of your responses to the student’s performance.
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Version 2 23 January 2006
© School of Health and Social Care, Oxford Brookes University, Oxford