The Learning Work Agreement form and the Evaluation forms are intended to work together for the comprehensive planning and assessment of a PULSE student's year at their placement. The Learning-Work Agreement should establish two things: the student's learning goals and the terms of the student's placement at the agency. In establishing learning goals the student is asked to express what they hope they will learn from the placement, what they feel they have to offer the agency, and what type of guidance and support they expect from their supervisor. The supervisor in response states what they hope the student will learn from their work at the agency, what they expect from the student, and what the student can expect from them. The second portion of the form establishes the terms that the student and supervisor have agreed upon for the student's placement and delineates the student's duties, schedule, and days off, as well as stating how the student will be supervised.

Dissatisfaction among both PULSE students and supervisors most frequently results from a failure to make clear, initial presentation of mutual expectations. Supervisors and students are encouraged to take the time to discuss the Learning-Work Agreement at length and to be as specific and thorough as possible in completing it. If problems arise later in the year, the hope is that the Learning-Work Agreement will be useful in resolving them.

Evaluation of a student's work involves consideration of the student's learning goals, as stated in the Learning-Work Agreement, as well as the successful performance of the placement tasks, consistent attendance, serious attention to one's duties, and the acquisition or refinement of skills. Learning goals as discussed in the Learning-Work Agreement, although more resistant to measurement than attendance and skills, are an important aspect of evaluation. Please note: faultless attendance at scheduled placement hours is expected of all PULSE students. Students will be severely penalized in the evaluation for absence from their placement. It is vital that PULSE students honor the commitment that they have made to the clients and staff of PULSE's partner agencies. However, faultless attendance at the placement should not automatically result in an evaluation of the highest level, but progress toward learning goals and genuine engagement in the placement should also be considered. Supervisors are encouraged to be firm but fair in their evaluations, recognizing achievement as well as failure. The placement evaluation counts for forty percent of the student's final mark. The remaing sixty percent of a student's grade is contributed by his/her professor.

Evaluation is misunderstood if it is characterized as a one time event at the end of the semester; evaluation should ideally be an on-going discussion between the student and the supervisor throughout the semester. Although an arrangement for regular supervisory meetings is established in the Learning-Work Agreement, students are responsible for asking questions of their supervisors as they arise and seeking feedback on their progress toward meeting the goals stated in their Learning-Work Agreement.