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ASSESSMENT STANDARD

Assessments within school-to-work curricula must be student-focused in the measurement of attitudes, knowledge, and skills, as well as their application to problem solving within the classroom and workplace learning environment.

Indicator:

To what extent are student teams, as well as the individual student, assessed?

Learning to work as a team member or cooperatively is a real-life skill for students, one which leads to an understanding of their future work environments. Therefore, it is imperative that students learn to share in problem-solving and learning task responsibilities, as well as gain an awareness of their performance within that context. The following assessment strategies, all from Guide for Integrated and Applied Curriculum, Instruction, and Assessment (Wisconsin Department of Public Instruction, 1994), illustrate the concept of assessing both individual work and effort as a team member.

Content-Related Activity Questions (e.g., individual assessment)

  1. Do you think humans will ever be extinct?
  2. Do you think humans will change enough to produce new species?
  3. What factors might cause this change?

Alternative Assessment Approach to the Same Activity Questions

Students might approach (and the instructor may similarly assess) this learning activity by first problem solving in small groups and then trying to form a consensus in a class discussion.

Related Formal Assessment Questions (found in the chapter test bank questions)

  1. How does environmental change encourage the formation of new species?
  2. How does environmental change encourage the extinction of an existing animal species?

Assessment for Collaborative Problem Solving
Using the SCANS Competencies

  High Low
1. Identifies, organizes, plans, and allocate resources. |
|
  • Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.
    		• |
    |     		Self 5 4 3 2 1
  • Money: Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.
    		• |
    |
  • Material and facilities: Acquires, stores, allocates, and uses materials or space efficiently.
    		• |
    |     		Group 5 4 3 2 1
  • Human Resources: Assesses skills and distributes work accordingly, evaluates performance, and provides feedback.
    		• |
    |     		(Circle One)
     
    2. Works with others. |
    |
  • Participates as Member of a Team: Contributes to group effort.
    		• |
    |
  • Teaches Others New Skills
    		• |
    |     		Self 5 4 3 2 1
  • Serves Clients/Customers: Works to satisfy customers' expectations.
    		• |
    |
  • Exercises Leadership: Communicates ideas to justify position, persuades and convinces others, reasonably challenges existing policies and procedures.
    		• |
    |     		Group 5 4 3 2 1
  • Negotiates: Works toward agreements involving exchange of resources, resolves divergent interests.
    		• |
    |     		(Circle One)
     
  • Works with Diversity: Works well with men and women from diverse backgrounds.
    		• |
    |
    3. Acquires and uses information.
  • Acquires and Evaluates Information.
    		• |
    |     		Self 5 4 3 2 1
  • Organizes and Maintains Information.
    		• |
    |
  • Interprets and Communicates Information.
    		• |
    |     		Group 5 4 3 2 1
  • Uses Computers to Process Information.
    		• |
    |     		(Circle One)
     
    4. Understands complex inter-relationships.
  • Understands Systems: Knows how social, organizational, and technological systems work, and operates effectively with them.
    		• |
    |     		Self 5 4 3 2 1
  • Monitors and Corrects Performance: Distinquishes trends, predicts impacts on system operations, diagnoses deviations in systems' performance and corrects malfunctions.
    		• |
    |     		Group 5 4 3 2 1
  • Improves or Designs Systems: Suggests modifications to existing systems and develops new or alternative systems to improve performance.
    		• |
    |     		(Circle One)
     
    5. Works with a variety of technologies.
  • Selects Technology: Chooses procedures, tools, or equipment including computers and related technologies.
    		• |
    |     		Self 5 4 3 2 1
  • Applies Technology: Chooses procedures, tools, or equipment including computers and related technologies.
    		• |
    |     		Group 5 4 3 2 1
  • Maintains and Troubleshoots Equipment: Prevents, identifies, or solves problems with equipment, including computers and other technologies.
    		• |
    |     		(Circle One)
     

    Assessment Form: Work Effectively in Groups

    The members of the group will individually assess the contribution of each group member to the group. The instructor will average the scores for the final score.

    Group member being assessed: ___________________________________________

    Assessed by: ___________________________________________________________

    Rate each component 1-6:

    1. The group member did not contribute in this area.
    2. There was minimal contribution but not at a level that was expected, nor did it contribute to the overall effectiveness of the group.
    3. There was some contribution, but the effort and quality of the contribution did not benefit the group effort.
    4. The contribution was in some way beneficial, but not outstanding.
    5. The contribution was very beneficial and the effort and quality of the contribution was a substantial benefit to the group effort.
    6. The contribution in this area was outstanding and was, in fact, the critical factor in the success of this component.

    [The group member] Demonstrated ability to work productively by:

    ____ Managing time well

    ____ Demonstrating dependability in completing work

    ____ Demonstrating accuracy in completing work

    ____ Demonstrating initiative in completing work

    ____ Persevering through difficult and complex problems

    ____ Applying logical reasoning in solving problems or dealing with information

    Demonstrated ability to communicate clearly by . . .

    ____ Writing and speaking so others can understand

    ____ Asking questions when appropriate

    ____ Giving clear instruction to others

    ____ Checking for accuracy

    ____ Demonstrating effective listening

    ____ Using acceptable language

    ____ Providing necessary detail

    ____ Describing problems accurately

    ____ Interpreting the impact of nonverbal communication

    Demonstrated the ability to work cooperatively by . . .

    ____ Completing tasks

    ____ Solving problems

    ____ Resolving conflicts objectively

    ____ Giving and accepting constructive criticism

    ____ Showing tolerance for individual differences

    ____ Providing information

    ____ Offering support

    ____ Demonstrating respect for others through work and action

    Demonstrated the ability to think critically and creatively by . . .

    ____ Setting goals and working to attain them

    ____ Analyzing, synthesizing, and evaluating information

    ____ Recognizing other points of view

    ____ Making decisions based on careful analysis

    ____ Demonstrating open-mindedness

    ____ Recognizing the difference between facts and opinions

    Indicator:

    To what extent do(es) assessment tool(s) measure the attitude, knowledge, and/or skill presented in the material?

    When reviewing assessment tools, the reviewer should ascertain whether the assessment tools act as appropriate information or learning "targets." In other words, does the assessment instrument seem to target or measure what it claims to measure (i.e., test validity)? Is the assessment tool objective and consistent with the knowledge or skill area it is representing (i.e., reliability)? Dr. Arthur Costa (1995) of California State University-Sacramento has developed a criteria guide for evaluating content units and assessments. Although Costa's guide is designed for science, the main idea for each criteria statement can be applied to any educational content assessment, and certainly to assessments included in school-to-work curricula.

    1. Are there activities/assessments that require students to think about and analyze situations (e.g., assessing metacognition)?
    2. Does the unit feature activities/assessments that call for more than one step in arriving at a solution (e.g., assessing metacognition/flexibility)?
    3. Are activities/assessments with more than one correct solution included (e.g., empathy/flexibility)?
    4. Are there opportunities for students to use their own data and create their own activities/assessments (e.g., creativity/problem posing)?
    5. Are students encouraged (in the material/assessment tool) to use a variety of approaches to solve a problem (e.g., flexibility)?
    6. Are there assessment exercises that encourage students to estimate their answers and check their results (e.g., accuracy)?
    7. Is the [content] information given in the activity/assessment and elicited in the answer accurate (e.g., using past knowledge)?
    8. Is there opportunity for assessing skills through exercises that call for hands-on or applied activities?
    9. Does the assessment or assessment strategy include activities that can be carried out over a period of time (e.g., persistence)?
    10. Are there assessment activities with erroneous information that require students to find the errors or critique the way the problem is designed (e.g., problem posing, checking for accuracy)?
    11. Are there opportunities for students to design their own assessment questions, problems, or designs?
    12. Are there assessment activities that encourage students to work both individually and with other students in finding solutions (e.g., empathy and cooperation)?

    Indicator:

    To what extent does the assessment process . . .

    Provide instructional feedback?

    Provide students with information for skill improvement?

    Act as a diagnostic tool?

    Allow conversion into a grading system if necessary?

    Include opportunities for multiple testing situations?

    When applied to student assessment, the concepts of skill improvement, instructional feedback, and diagnostic tools reinforce the need for assessments that provide information necessary to strengthening student learning throughout a curriculum. In a quality curriculum, both formative and summative evaluation methods are necessary, and they provide for multiple testing situations. One also needs to consider whether the assessments can be converted to a grading system if necessary.

    Indicator:

    To what extent are performance and portfolio assessments used to measure student knowledge and skills (e.g., performance of tasks, process, and resulting products)?

    The next example, from Arts Propel: A Handbook for Music (Davidson & Myford, 1992) provides an illustration of an assessment "rubric" or framework that provides instructional feedback on a specific performance for both the instructor and the learner. The rubric clearly states what tasks and criteria students will be expected to demonstrate on the assessment. The framework can act as a diagnostic tool, lending itself to a variety of grading systems. In this case, the information is almost "built in" to the lesson itself. Assessment rubrics included in curriculum material can "promote learning by offering clear performance targets to students" (Marzano, Pickering, & McTighe, 1993, p. 29). Performance-based assessments often provide an alternative to "traditional" assessment strategies. Although traditional selected response tests (e.g., true-false, multiple choice) can be meaningfully designed, performance-based assessments (i.e., written reports, essays, and instructions; oral interviews and speeches; and constructed projects) can be included into curriculum material, and perhaps offer students a richer assessment experience.

    DOMAIN PROJECT: INDIVIDUAL LESSON

    Ensemble or class:
    Grade level(s):     		[voice]
          		Teacher socring
    Student Performance
     
    Date: | 1 | 2 | 3 |
     
    Teacher: Date: |   |   |   |
     
    Student: Condition: |   |   |   |
     
        |   |   |   |
    Vocal Performance   |   |   |   |
    Execution Dimensions Music Performed: |   |   |   |
    Score=NA if not applicable.   |   |   |   |
    Pitch Production |   |   |   |
    1.0-1.9 = Seldom performs pitches accurately or securely. |   |   |   |
    2.0-2.9 = Sometimes performs with accurate pitch but with frequent or repeated errors. |   |   |   |
    3.0-3.9 = Mostly accurate and secure pitches but with few isolated errors. |   |   |   |
    4.0-4.9 = Virtually no errors and very secure pitches. |   |   |   |
    Rhythm/Tempo Production |   |   |   |
    1.0-1.9 = Seldom performs durations accurately or with a steady tempo. |   |   |   |
    2.0-2.9 = Sometimes performs durations accurately but with erratic pulse or frequent durational errors. |   |   |   |
    3.0-3.9 = Mostly accurate rhythm and pulse with few durational errors. |   |   |   |
    4.0-4.9 = Secure pulse and rhythmically accurate. |   |   |   |
    Diction |   |   |   |
    1.0-1.9 = Seldom able to regulate vowel colors or consonants. |   |   |   |
    2.0-2.9 = Generally consistent vowel color with some attempt to regulate consonant sounds. |   |   |   |
    3.0-3.9 = Consistent vowel colors with increased control of consonants. |   |   |   |
    4.0-4.9 = Maintains consistent control of diction. |   |   |   |

    As another consideration when reviewing the curriculum, note the presence of assessment portfolios. Are portfolios used in conjunction with the assessment process? Does the curriculum design allow for the use of portfolios? If portfolios are included in the material, the reviewer could make a number of determinations regarding their intended use. In the book Student-Centered Classroom Assessment, Richard Stiggins (1994) notes the following definition and points of review concerning portfolios:

    Definition: "A portfolio is a collection of student work assembled to demonstrate student achievement or improvement" (p. 422).

    Purpose: The material collected can vary greatly, depending upon the intended objective(s), which ideally would be determined by both the instructor and student.

    Objectives: "The knowledge, reasoning, skills, products, and/or effect to be described [or included] in the portfolio will dictate the student work samples to be collected" (p. 422).

    Focus of Work: "The portfolio can either show student performance over time, or status at one point of time" (p. 422). This is sometimes called a capstone portfolio.

    Nature of Work: "What kind of evidence [or student work] will be used to show student proficiency--tests, work samples, observations?" (p. 422).

    Evaluation: Who is involved in the portfolio evaluation? School-to-work portfolio evaluation will ideally involve the student, instructor, and a related business/community panel.

    Indicator:

    To what extent can the assessments detect change over time?

    For example, do the assessments in the curriculum material include pre- and posttests? Or if a portfolio is developed, does it contain student work, and/or a progression of assessments that document student performance over time? The following example excerpted from MAVCC's Developing Entrepreneurial Attitudes (1995) incorporates a portfolio project into the course material and provides the instructor with process information:

    What Is an Entrepreneur?

    Much is written and reported each day concerning the increasing importance of entrepreneurship. Throughout this publication, students will be asked to read and collect articles in current periodicals or other types of resource information on the subject of the unit they are studying. These articles and resource information will be compiled into a portfolio, where students will analyze the information they have collected. Therefore, the instructor will need to have (1) a format to be used for a portfolio assignment, and (2) a number of resources available in the classroom for student use in completing research for each portfolio assignment.

    Portfolio Format: Educators in some states are beginning to use portfolio assignments as alternative methods of evaluating student progress in a field of study--especially student progress in higher-order thinking skills. In states where educators use portfolios, the format for these assignments has generally been dictated.

    For the portfolio assignments required in this publication, teachers should use the required guidelines for their state if these have been established. If not, the teacher should develop individual guidelines for the portfolio assignments. Instructors will vary in the importance they place on any of the various elements of a written assignment requiring students to perform at the analysis level (grammar, structure, purpose, relevance, etc.). Therefore, the grading requirements of each of these assignments have been left up to you to establish specifically. The curriculum writer's purpose in creating these assignments was to get students to perform analysis in each unit of instruction, and the relevance and organization of the student product are the only criteria established.

    Indicator:

    To what extent are appropriate assessment methods provided that directly reflect student outcomes?

    Once again, the example shown here is explicit about what appropriate assessment will be used, about the desired student outcomes, and about the scoring criteria for the outcomes. Because they support one another, the student learning activity and the assessment in this example (from Stiggins, 1994) are integrated, or contextual.

    Exercise: You have volunteered to help out at your local library with the literacy program. Once a week after school, you help people learn how to read. To encourage your student to learn, you tell her about the different kinds of literature you have read, including poems, biographies, mysteries, tall tales, fables, and historical novels. Select three types of literature and compare them, using general characteristics of literature that you think will help your student see the similarities and differences. Be ready to present a visual presentation of this comparison. You will be assessed [based on these criteria]:

    Scoring Criteria:

    A. Selects Appropriate Items To Be Compared.

    B. Selects Appropriate Characteristics on Which To Compare the Selected Items.

    C. Accurately Identifies the Similarities and Differences Between Items on the Identified Characteristics.

    School-to-work curricula must reflect content which portrays and celebrates the active participation of all individuals in the nation's workforce, communities, and educational institutions.

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