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Offering useful feedback

• Feedback can reinforce existing student strengths, keep goal-directed behaviour on course, clarify the effects of behaviour, and increase students’ ability to detect and remedy errors independently. Students need help developing self-assessment skills so they can interpret and act on feedback.
• Schedule set meeting times to offer set feedback and discuss goals.
• Feedback should be a continuous process, not a one-time event. After offering feedback, make a conscious effort to follow up. Let students know you are available if they have questions, and, if appropriate, ask for another opportunity to provide more feedback in the future.
• Useful feedback should be specific and avoid general comments that may be of limited use to the student. Try to include examples to illustrate your statement offering alternatives. Students welcome feedback on their job performance and see constructive criticism as part of the learning process.
• Document progress and feedback. This will help you prepare formal evaluations and will be useful for reflections on the program.
• If issues or conflicts arise, immediately contact your Employment Facilitator contact at �þ���Ƶ for assistance or advice.

Performance assessment

• Schedule regular one-on-one meetings for formal assessments. Focus on both the tasks accomplished and the way they were handled. Evaluate the goals you set in week one, and adjust them if required.
• Ensure the student has enough work—and ensure that it increases in complexity as the work term continues.
• On-site visits by a �þ���Ƶ Co-op Field Instructor are conducted once per work term. The Co-op Field Instructor will meet with you and the student individually to discuss the student’s performance and progress in the position.
• Both employer and student are required to complete an evaluation form after the work term has ended.
• Depending on the program, students are required to submit a co-op learning assignment for each work placement. The co-op field instructor’s evaluation of the co-op learning assignment is a significant component of the student’s work term grade.

Foster a learning environment

• Allow space and time for self-reflection. Ask the student for honest feedback about the placement and the work experience.
• Offer professional development opportunities, including networking events and access to workshops or webinars.