Assessment and Evaluation of Clinical Experiences Overview
Assessment and evaluation are essential components of the clinical experience sequence. They provide opportunities to measure candidate growth, identify strengths, support continuous improvement, and determine readiness for increased levels of professional responsibility. Clinical assessments are designed to evaluate the development of the knowledge, skills, and professional dispositions necessary for effective teaching. Evaluation is a collaborative process involving teacher candidates, mentor teachers, university faculty and program support, and the Clinical Experiences Office. Throughout the clinical sequence, candidates receive ongoing feedback that encourages reflection, improvement, and professional growth.
Purpose of Clinical Assessment
The purpose of assessment throughout clinical experiences is to:
- Monitor candidate growth over time.
- Provide meaningful feedback to support improvement.
- Evaluate instructional knowledge and skills.
- Assess professional dispositions and conduct.
- Document progress toward program and licensure expectations.
- Determine readiness for continued advancement through the clinical sequence.
Assessment is designed to support candidate development while ensuring candidates demonstrate the competencies required for professional practice.
Assessment Principles
Clinical assessment is guided by the following principles:
Growth-Oriented – Assessment focuses on candidate development over time. Candidates are expected to demonstrate improvement through practice, reflection, and application of feedback.
Evidence-Based – Evaluation decisions are based on multiple sources of evidence, including observations, instructional materials, reflections, assessments, and candidate performance.
Collaborative – Assessment involves communication among candidates, mentor teachers, COEPD faculty and program support, and other appropriate stakeholders.
Continuous – Assessment occurs throughout the clinical experience sequence and provides ongoing information about candidate progress.
Candidate Assessment Across the Clinical Sequence
Candidate expectations increase as candidates progress through the clinical experience framework.
EDF 200 – Exploratory Field Experience – Assessment focuses on:
- Professional participation.
- Observation skills.
- Understanding classroom environments.
- Reflection on teaching and learning.
- Professional dispositions.
Candidates demonstrate foundational understanding of the teaching profession and begin developing awareness of educator responsibilities.
EDF 202 – Structured Observation and Participation – Assessment focuses on:
- Active classroom participation.
- Professional communication.
- Support of classroom instruction.
- Beginning instructional skills.
- Reflection and application of feedback.
Candidates demonstrate increased engagement in classroom activities and begin connecting educational theory to practice.
EDF 204 – Advanced Participation and Collaborative Instructional Practice – Assessment focuses on:
- Increased instructional responsibility.
- Lesson planning and preparation.
- Small-group and classroom instruction.
- Development of classroom management skills.
- Use of assessment information to support learning.
- Professional collaboration.
Candidates demonstrate readiness for more intensive clinical responsibilities and increased instructional involvement.
Residency I – Guided Clinical Practice – Assessment focuses on:
- Instructional planning and delivery.
- Classroom management.
- Assessment practices.
- Student engagement.
- Responsiveness to feedback.
- Professional collaboration.
Candidates demonstrate developing independence as classroom practitioners while continuing to receive guidance and support.
Residency II – Full-Time Clinical Practice – Assessment focuses on:
- Sustained instructional responsibility.
- Effective classroom management.
- Impact on student learning.
- Professional decision-making.
- Collaboration within the school community.
- Readiness for independent teaching.
Candidates demonstrate the competencies expected of beginning educators and readiness for professional licensure.
Assessment Sources
Candidate performance is evaluated using multiple sources of evidence. Sources may include:
Mentor Teacher Feedback – Mentor teachers provide valuable insight into candidate development through:
- Daily classroom interactions.
- Instructional observations.
- Professional discussions.
- Feedback on planning and teaching.
- Completion of required evaluation documentation.
Mentor teacher feedback supports candidate reflection and instructional growth.
COEPD Faculty and Program Support Feedback – COEPD faculty and program representatives support assessment by:
- Monitoring candidate progress.
- Providing program guidance.
- Reviewing required assessments and documentation.
- Supporting communication among stakeholders.
- Collaborating with candidates and mentor teachers when concerns arise.
Candidate Reflection and Self-Assessment – Candidates are expected to actively participate in their professional growth by:
- Reflecting on instructional decisions.
- Identifying strengths and areas for improvement.
- Evaluating student learning.
- Setting professional goals.
- Applying feedback to future practice.
Reflection allows candidates to develop the habits of continuous improvement expected of professional educators.
Clinical Observation and Feedback Process
Observation and feedback are essential components of clinical learning. The feedback process is designed to:
- Recognize effective teaching practices.
- Identify opportunities for improvement.
- Encourage reflection.
- Support instructional growth.
- Promote professional confidence.
Feedback may address areas such as:
- Lesson planning.
- Instructional delivery.
- Classroom environment.
- Student engagement.
- Assessment practices.
- Professional behavior.
Candidates are expected to receive feedback professionally and use recommendations to strengthen their teaching practice.
Professional Dispositions Assessment
Professional dispositions are evaluated throughout all clinical experiences. Candidates are expected to demonstrate:
- Responsibility and dependability.
- Professional communication.
- Ethical behavior.
- Respect for students and colleagues.
- Openness to feedback.
- Commitment to professional growth.
Concerns related to professional dispositions may require additional support, intervention, or a professional improvement plan.
Assessment of Student Learning Impact
As candidates progress through the clinical sequence, they are expected to demonstrate the ability to support student learning. Evidence of student learning may include:
- Assessment results.
- Student work samples.
- Instructional adjustments based on student needs.
- Reflections on teaching effectiveness.
- Evidence of student engagement and progress.
Candidates are expected to use assessment information to make informed instructional decisions and improve learning outcomes.
Evaluation Ratings and Performance Levels
Clinical evaluations may include performance ratings used to communicate candidate progress. Possible ratings may include:
Exceeds Expectations – Candidate consistently demonstrates strong performance beyond expected developmental levels.
Meets Expectations – Candidate demonstrates appropriate progress and performance for the clinical experience.
Developing – Candidate demonstrates emerging skills but requires additional growth, practice, or support.
Does Not Meet Expectations – Candidate is not demonstrating required progress or professional expectations.
Specific evaluation criteria may vary by program and clinical experience.
Addressing Performance Concerns
When assessment identifies areas requiring improvement, candidates receive support and guidance. Support may include:
- Additional feedback.
- Targeted improvement goals.
- Additional practice opportunities.
- Increased communication among stakeholders.
- A professional improvement plan.
The purpose of addressing concerns is to support candidate growth while maintaining professional expectations.
Readiness for Advancement
Advancement through the clinical sequence requires evidence that candidates are prepared for increasing levels of responsibility. Candidates must demonstrate:
- Successful completion of required clinical experiences.
- Appropriate professional dispositions.
- Growth in instructional knowledge and skills.
- Ability to apply feedback.
- Commitment to student learning.
- Readiness for continued professional development.
Decisions regarding advancement are based on multiple sources of evidence collected throughout the clinical experience.
Continuous Improvement of Clinical Assessment
The College of Education and Professional Development is committed to strengthening clinical assessment practices through ongoing review and improvement. Feedback from candidates, mentor teachers, university faculty and program support, and school partners is used to:
- Improve assessment processes.
- Strengthen clinical experiences.
- Support candidate success.
- Enhance educator preparation programs.
Clinical assessment serves both accountability and improvement purposes by ensuring candidates are prepared to positively impact student learning.
Chapter Summary
Assessment and evaluation are central components of clinical experiences and provide candidates with the feedback, guidance, and evidence needed to grow as educators. Through multiple assessment measures, candidates demonstrate progress toward the knowledge, skills, and professional dispositions required for effective teaching. Collaboration among candidates, mentor teachers, university faculty and program support, and school partners ensures that assessment remains meaningful, supportive, and aligned with professional expectations. The clinical assessment process helps candidates recognize their growth, address areas for improvement, and demonstrate readiness for professional practice and educator licensure.