When the University of Iowa's athletic training education department developed evaluation criteria and methods to be used with students, attention was paid to validity, consistency, observation, and behaviors. The observations of student behaviors reflect three types of learning outcomes important to clinical education: cognitive, psychomotor, and affective. Rating scales are used when a clinical supervisor evaluates student performance on scaled behavior or numerical categories. These scales cover broad ranges of student characteristics and permit judgments about the quality or quantity of behavior being observed. When using a series of items that describe student behaviors, a checklist is referred to. Anecdotal records permit the observer to describe positive or negative events. These descriptions allow specific focus to be placed on satisfactory or deficient areas. (JD)