ABSTRACT
The supervisor’s assessment role has the potential to evoke negative reactions through the provision of what may be experienced as ‘destructive’ feedback. The impact may hit learner’s vulnerabilities and sensitivities. This chapter explores purposes and types of assessment (diagnostic, formative, summative), the factors that influence how feedback may be offered, and how it is likely to be received. Contemporary emphases on competency-based assessment are critically discussed. An argument is made for the benefits of constructive challenge which focuses on supervisee strengths and further development. There is an exploration of ruptures in the supervisory relationship and how they may be generated and approached, followed by an exploration of unsatisfactory performance, impairment and unethical behaviour including what the supervisor might think and do about them.
