ABSTRACT
Clinical training demands a much greater level of vulnerability than participation in content courses. Since the late 1980s, academic settings of all kinds have come to rely upon Institutional Effectiveness and Outcomes Assessment methods to assess and improve quality. This change in methodology was considered a landmark event because assessment efforts moved from questions about what academic institutions provided to students to questions of whether the desired results were actually being achieved. Educators make choices about which type of evaluation to employ by determining which one is more suitable to the material being taught and by defining the overarching goal of the assessment. Students eventually come to rely upon triangulation, a qualitative tool that causes the evaluator to take greater stock in a finding if its existence is verified by several unrelated sources. Ultimately all successful counselors apply models of assessment and improvement throughout their professional lives.
