Supervisors face the formidable challenge of providing fair evaluation of intern performance while maintaining high professional and legal standards (Hahn & Molnar, 1991). A balanced evaluation of strengths and weaknesses provides the intern with feedback about areas of expertise as well as areas that require continuing education and supervision. Ongoing evaluations may help interns incorporate the role of evaluator with those of teacher, facilitator, and mentor (Hahn & Molnar, 1991).
Several of studies conducted had small sample sizes of students evaluated and raters (Eriksen & McAuliffe, 2003; Swank, et. al, 2012). The SCS and the CSS do not score professionalism while the CCS does. How are those professionals using the SCS and CSS evaluating professionalism or are they? The evaluation tools also were incongruent in their methods of scoring students and what was being scored. For example in the unrevised version of the SCS, students are rated from 1 to 5 with choices of not at all, a little, somewhat, a great deal or always. These types of choices appear to be arbitrary when there is no frame of reference for comparison or specified definition of what the score means. It also has to be considered that the scoring is done on a portion of a students videotaped session for instance 10 minutes. In a 10 minute segment the rater has to score various skills, but they also have to determine if skills were not used appropriately in that segment as well.
CONCLUSIONS/LIMITATIONS/DIRECTIONS FOR FUTURE RESEARCH
Learning and assessment are an integrated process that can best occur when both instructor and students are fully aware of the criteria for performance and of the specifics of evaluation in advance of engaging in the task of learning (Hanna & Smith, 1998). This article presented a review of the inconsistencies in counseling evaluation tools, operational definitions of core skills, and skill acquisition for graduate counselors in-training. Smith and Agate (2004) ponder that an analysis of the literature regarding the evaluation of counselor education student competencies reveals a set of complex questions and problems. Although the guidelines provided by CACREP are useful the development of standards concerning students during practicum/internship are largely left to counselor education programs (Bradley & Fiorini, --1999).
It would be of value to develop research that questioned...