Evaluating and Grading Preservice Counseling Students

Abstract

This article presents a two-dimensional model for evaluating and grading preservice counseling students. The first dimension refers to type of learning (e.g., theory, skills, professional identity). The second dimension refers to level of learning or level of complexity. The author demonstrates the use of this model in assisting grading procedures and suggests additional uses and potential value of it.Grading of students continues to demand the attention of both professional educators and the general public. Frequent references throughout various media to such concerns as inconsistencies in grading, grade inflation, vague criteria, arbitrariness in grading, invalid instruments, inappropriate procedures, and poor predictive value of grades accentuate the need to seriously review grading procedures.This need is apparent for grading students in preservice professional programs. These students are expected to learn a broad variety of behaviors, generally including theory and content in their field, corresponding skills, and professional attitudes and commitments. The complexity of grading for such a range of skills is further complicated by the varied expectations of students, professors, and professional groups. Of particular interest to counselor educators and supervisors are the help- Samuel D. Paravonian is a professor ofeducation at