Development of an Assessment Tool for Clinical Skills in Speech-Language Pathology Students

Abstract

Context. In France, the Certificat de Compétences Cliniques (Clinical Competency Certificate) marks the completion of speech and language therapy training. To obtain this certificate, students must demonstrate the acquisition of knowledge, skills, and professional attitudes consistent with the level of autonomy required for clinical practice. However, assessment procedures vary considerably across university training centers. Current practices often lack explicit criteria, temporal indicators, and structured feedback mechanisms to support clinical reasoning and learner autonomy. Criterion-referenced formative assessment, grounded in authentic learning situations, provides a coherent framework to clarify expectations, monitor progress, and guide pedagogical adjustments.

Objective. To design a criterion-referenced, longitudinal, and equitable assessment tool to monitor the development of clinical competencies during the second cycle of speech and language therapy education, and to support the attainment of the Clinical Competency Certificate.

Method. The DÉveloppement CLInique Certificatif (DÉCLIC) tool was developed following the principles of criterion-referenced assessment and existing educational frameworks, aligned with the national competency reference framework. The development process comprised three stages: (1) the selection and hierarchical organization of core clinical competencies and their sub-competencies; (2) the design of a longitudinal grid (from semester 7 to semester 10) specifying expected levels of autonomy for each competency, with a visual cue system to identify students requiring additional support; and (3) the integration of this grid into a structured continuous assessment process organized around six evaluation points and five formative learning activities.

Results. Eight core clinical competencies from the national framework were selected, and 24 sub-competencies were operationalized into measurable acquisition criteria with defined developmental trajectories. The hetero-assessment grid enables the documentation, at each of the six evaluation points of the level achieved for each sub-competency and the identification of gaps relative to expectations. The self-assessment grid, entitled J’ME DÉCLIC, reformulates items in the first person and provides structured guidance for self-evaluation and pedagogical adjustment.

Conclusion. The DÉCLIC tool makes learning acquisition benchmarks explicit, supports targeted feedback, and enhances students’ reflexivity. It also facilitates the early identification of students who are struggling or who demonstrate high potential, thereby informing realistic pedagogical interventions.