The Performance Review Criteria and Star Rating System

Section B: STEM Performance Review Criteria

The criteria are available as a downloadable, editable document – Performance Review Criteria

The criterion domains are designed to help hosts:

a. support students in their understanding of the core capabilities needed for a graduate STEM role;
b. provide a framework for tailoring and discussing a student’s professional development fit for purpose to the placement activities;
c. align the activities of the placement with team and organisational goals.

The performance review criteria, while they are presented here as a set, are intended to be used as a framework for adaptation according to the context of the placement. In this way, each criterion can be used as is, reworded, deleted or additional criteria added to best guide, monitor and assess the STEM student learning, development and performance during the placement ^[1].

Domain 1: Discipline/ field specific skills

1.1 Discipline knowledge

This assesses the student’s ability to demonstrate knowledge of the STEM discipline. This may include skills specific to the field, with skills proficiency shown through application of discipline skills. Example of knowledge for the field could include: programming, titration, technical drawings, 3D modelling ^[2].

Domain 2: Professionalism

2.1 Ethical Obligations

This assesses the student’s ability to demonstrate ethical behaviour throughout the placement. It encompasses the obligation that the intern/student has in acting with integrity and honesty when:

a. safe handling of tasks that require policy and protocol adherence,
b. dealing with confidential and sensitive information,
c. contributing to responsible decision making with and on behalf of others.

The capability is premised by what ‘should’ be done, not what ‘can’ be done ^[3].

2.2     Professional conduct

This assesses the student’s ability to demonstrate appropriate workplace/industry-specific professional practice and conduct throughout the placement. It includes an understanding of the ethical obligations (see above), but also involves personal ownership and accountability for the ability to consistently apply best practice discipline/technical skills, conveyed and practiced in a respectful manner for safe, inclusive and sustainable practice. The capability is premised by inclusive and respectful actions, not on self-interested acts of competency ^{[4][5] [6]}.

Domain 3: Employability skill criteria:

Communication

3.1 Professional Communication

This assesses the student’s ability to communicate clearly and professionally in various workplace contexts, including written, verbal, and digital communication. Include this criterion if the placement involves interacting with team members, clients, or stakeholders, or requires the student to communicate key information, ideas, or outcomes clearly ^[7].

3.2 Technical documentation and writing

This assesses the student’s ability to create, maintain, and communicate technical and field/discipline-specific information effectively to different audiences. Include this criterion if the placement involves preparing reports, writing instructions, or presenting technical information in a clear and structured way^[8].

Critical thinking and problem solving

3.3 Problem analysis and research

This assesses the student’s ability to think critically when investigating challenges, analysing problems, and gathering the relevant information to support possible decision-making. Include this criterion if the placement involves identifying issues, exploring possible causes, or collecting data to inform decisions or project directions ^[9].

3.4 . Problem solution development

This assesses the student’s ability to generate creative, practical, and effective solutions to workplace challenges. Include this criterion if the placement involves contributing ideas or designing solutions in response to identified problems or project needs ^[10].

Collaboration

3.5 Teamwork and the act of collaborating

This assesses the student’s ability to work effectively with others, including supervisors or peers, through communication, shared goals, and mutual support. Include this criterion if the placement involves contributing to team tasks, collaborating with others across the organisation (and external stakeholders) in order to achieve shared objectives ^[11].

3.6 Utilisation of collaborative tools and processes

This assesses the student’s ability to effectively use collaborative platforms, methodologies, and processes to work with others. Collaborative platforms can be organisation and industry specific (i.e. Microsoft Teams, Trello, Miro, SharePoint, and OneDrive, to name a few). Processes refers to practices that involve the co-authoring of documents, tracking shared tasks, and using follow-up systems to support coordination and teamwork. Include this criterion if the placement involves working within shared digital environments or relying on tools and systems to coordinate with others^[12].

Continuous Professional Development (CPD)

3.7 Adaptability

This assesses the student’s ability to self-manage tasks and priorities, seeking feedback and responding effectively to adjusted requirements, whilst remaining productive. Include this criterion if the placement involves a need for the student to be proactive and agile in adapting to change ^[13].

3.8 Professional identity/ growth

This assesses the student’s ability to critically reflect on their placement experience and apply insights to develop work-readiness for their future career. Include this criterion if the placement provides formal opportunities for the student to participate in, reflect on, and act on networking, career development opportunities. Career and reflecting on experiences to heighten professional growth ^[14].

Section C: Star Rating System 

The following Star Rating System (for each criterion) are available as a downloadable, editable document – Performance Review Star Rating System.

Star Rating	Description
x	Not Yet  The student is not yet demonstrating and/or has not yet had an opportunity to demonstrate performance at the expected level.
	Emerging – Beginning to exhibit understanding of professional practice performance expectations Demonstrates early stages of professional practice learning and includes the ability to follow instructions to acquire and understand how to apply skills in the workplace. . It does not mean poor performance – this level is often typical for first-time placement students.
	Developing: Meets baseline professional practice performance expectations  Demonstrates the basic types of practice and levels of professional performance expected of a student. (not yet graduate). They exhibit an eagerness and willingness to learn particularly when performing and applying new skills.
	Proficient:  Consistently meets professional practice performance expectations Demonstrates well-rounded professional capabilities and occasionally exceeds expectations working to the level of a graduate. They can apply their skills in practice, alongside independent and proactive approaches, with positive indications that they can take on more initiative.
	Expert: Exceeds professional practice performance expectations Demonstrates graduate-level work-ready professional practice capabilities creating meaningful impact in the workplace. Mastery includes demonstration of many of the following behaviours: leading by example; independence; mastery of applied skills; ability to anticipate needs; making evaluate judgements; and autonomous (where appropriate) decision making .

The next section describes learning phase 1 where setting of expectations begins the performance review framework.