The Dissertation Defense is the last step (provided the internship is
1 Not Adequate – needs additional training; does not meet satisfactory completion of criteria area
Student: ___________________________________Evaluator: __________________________
Date of evaluation: ____________________________
The Dissertation Defense is the last step (provided the internship is
complete) in obtaining the Ph.D. degree in school psychology. This step is formal and conducted in front of the supervisory committee. There are two steps to completing the Dissertation Defense: a written dissertation (step 1) and an oral defense of the dissertation (step 2). The following scoring rubric that the faculty will use to evaluate each student’s Dissertation Defense is as follows:
5 Excellent– exceedingly well above average/needing little or no assistance
4 Very Good – above average and needing occasional assistance;
demonstrating knowledge and breadth in criteria area.
3 Good – showed average knowledge and breadth in criteria area;
student needed regular assistance to complete procedure/project
2 Adequate – below average and needing considerable assistance;
student demonstrates minimal competence in knowledge and breadth in criteria area
1 Not Adequate – needs additional training; does not meet satisfactory completion of criteria area
N/O Not Observed for this procedure/project
Evaluation Criteria
1. Identify the content area(s) of the written dissertation and oral defense (see list below).
_________________________________________________________________
Content Areas
a. Biological bases h. Individual differences in behavior b. Cognitive and Affective aspects
of behavior j. Human development
c. Social-‐emotional aspects of
behavior k. Psychopathology and behavioral
difficulties d. History and systems of
psychology
l. Professional standards and ethics e. Psychological measurement m. Theories and assessment
methodologies and diagnosing f. Research methodology n. Understanding and implementing
empirically based interventions g. Statistical analyses to examine
data
o. Consultation and supervision
p. Efficacy and program evaluation
of interventions
2. Evaluate how well the student covered this specific content area(s).
3. Evaluate the student’s comprehensiveness of the literature in the content area of focus.
4. Evaluate the student’s rationale for conducting this study or analysis.
5. Identify the type of research design employed for the dissertation (see list below).
_____________________________________________
Quantitative Designs Qualitative Designs
6. Evaluate how well the student implemented this design and analyzed the data (If student is using a mix-‐methods approach, evaluate the integration as well as the implementation of the mixed-‐method designs).
7. Evaluate the student’s awareness of ethical issues and how well their dissertation and oral defense addressed the ethical issues.
8. Evaluate the student’s process and/or procedures for selecting the assessment instrument used in study11. If student is conducting secondary analyses, evaluate the student’s empirical support for using such assessment measures. Were the assessment instruments norm-‐referenced or criterion-‐based (circle one)?
9. Evaluate the student’s implementation of empirically based interventions12. If not
empirically based, evaluate the student’s procedural structure to determine efficacy of the intervention/treatment.
10. Evaluate the student’s awareness and recognition of cultural and individual differences as represented in the dissertation and oral defense.
11 Evaluation of these criteria may be limited to the written dissertation
1 2 3 4 5
Not Adequate Adequate Good Above Average Excellent
Comments: _________________________________________________________________________________
11. Evaluate the student’s ability to integrate the content area of the dissertation to the field of school psychology.
1 2 3 4 5
Not Adequate Adequate Good Above Average Excellent
Comments: _________________________________________________________________________________
12. Evaluate the student’s ability to understand the limitations of his/her study and problem-‐
solve how they may be addressed in future research studies.
1 2 3 4 5
Not Adequate Adequate Good Above Average Excellent
Comments: _________________________________________________________________________________
Overall Evaluation: How would you rate this student’s overall dissertation and oral defense?
1 2 3 4 5
Not Adequate Adequate Good Above Average Excellent
Comments: _________________________________________________________________________________
In order to pass the Dissertation Defense, the overall score must exceed 2.0
Competency Benchmarks in Professional Psychology Appendix K: Doctoral Internship Evaluation
13 If unlicensed, please attach a letter of explanation and documentation of qualification to supervise psychology
Intern Name:
Name of Placement:
Name of Supervisor/
Person Completing Form (please include highest degree earned):
Licensed Psychologist:
yes no13
License Number:
Was this Intern supervised by other individuals also under your supervision?
Yes No
If yes, name of person and credentials:
Type of Review: Initial Review Mid-‐placement review Final Review
Date Evaluation
Completed:
Dates of Training Experience this Review Covers:
Please rate each item by responding to the following question using the scale below:
How characteristic of the Intern’s behavior is this competency description?
Not at All/Slightly Somewhat Moderately Mostly Very
0 1 2 3 4
If you have not had the opportunity to observe a behavior in question, please indicate this by circling “No Opportunity to Observe” [N/O].
Near the end of the rating form, you will have the opportunity to provide a narrative evaluation of the Intern’s current level of competence.
FOUNDATIONAL COMPETENCIES
I. PROFESSIONALISM
1. Professionalism: as evidenced in behavior and comportment that reflects the values and attitudes of psychology.
1A. Integrity -‐ Honesty, personal responsibility and adherence to professional values Monitors and independently resolves situations that challenge
professional values and integrity 0 1 2 3 4 [N/O]
1B. Deportment
Conducts self in a professional manner across settings and
situations 0 1 2 3 4 [N/O]
1C. Accountability
Independently accepts personal responsibility across settings
and contexts 0 1 2 3 4 [N/O]
1D. Concern for the welfare of others
Independently acts to safeguard the welfare of others 0 1 2 3 4 [N/O]
1E. Professional Identity
Displays consolidation of professional identity as a
psychologist; demonstrates knowledge about issues central to
the field; integrates science and practice 0 1 2 3 4 [N/O]
2. Individual and Cultural Diversity: Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy.
2A. Self as Shaped by Individual and Cultural Diversity (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status) and Context
Independently monitors and applies knowledge of self as a cultural
being in assessment, treatment, and consultation 0 1 2 3 4 [N/O]