Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation ... Article
Article  |   June 01, 2011
Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment
Author Affiliations & Notes
  • Janice Wright
    Ohio University, Athens, OH
  • Jill ParmenterColumn Editor
Article Information
Professional Issues & Training / Supervision
Article   |   June 01, 2011
Supervision: Self-Assessment in Supervision: The Use of the Rubric as a Means of Self-Assessment
SIG 11 Perspectives on Administration and Supervision, June 2011, Vol. 21, 68-75. doi:10.1044/aas21.2.68
SIG 11 Perspectives on Administration and Supervision, June 2011, Vol. 21, 68-75. doi:10.1044/aas21.2.68

Self-assessment in supervision is a complex task; therefore, using a rubric as a means of self-assessment may be a valuable tool. This article will discuss the development of a rubric using the Knowledge and Skills Needed by Speech-Language Pathologists Providing Clinical Supervision (American Speech-Language-Hearing Association [ASHA], 2008a) as the foundation of the tool. The proposed rubric can serve as a tool to self-assess skills and professional development needs in the area of clinical supervision. ASHA has outlined 11 competencies required by supervisors of students and Clinical Fellows (CFs) in the field of speech-language pathology (2008a). Using these competencies paired with a rubric model proposed by Arrasmith and Galion (2001), this article will provide a means by which clinical supervisors can guide their professional development in supervision.

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