FDN-5560 Classroom Assessment
Develop an Assessment Exercise
Chris Sardler
Feb 10, 2005
Learning Targets for Ninth Grade Career Planning Five Week Unit
Learning Target: Students will be able to select a future career that matches
their interest and aptitudes then be able to explain to an audience their selection
of a future career(s).
After participating in the career planning process, students taking the course Career
Management, will be able to list the steps in the process, describe the process components by
using a chart, table or thinking map demonstrate their knowledge of the process through a
class presentation of their search and their findings and explain the process by writing a letter
to their parents describing the steps of the process and their conclusion about a possible
career. The levels of learning were determined by using Blooms and Marizano.
Steps of the career planning process include: (1) Self Evaluation (2) Research the
possibilities (3) Select an appropriate career (4) Be able to justify your selection
Week One Knowledge Base (Low Level Learning Target): Students will participate in
the career planning proces
As an introduction to the course, students will participate in the career planning process by
engaging in activities that establish base knowledge. These activities will explore various
careers through the use of individual, small group research, and classroom discussion,
accompanied by videos and guest speakers. Assessment of this target would be
accomplished by having the students develop their own list of question for the research,
video or speaker. After participating in the exploration they will know where to find the
answer. Students will receive one point for each question designed a minimum of 5 is
required. Students can earn a maximum of 10 points.
Student Career Survey
Directions: To learn more about a career(s) please design a minimum of 5 questions you
need to know before selecting a future career. As you find the answers to your questions
Sardler 2
record them on this sheet. You will receive 1 point of each answered question up to a
maximum of 10 pts.
Example: Student question: What is the average salary range for an Architect?
Correct Answer can be found in the Occupational Outlook Handbook or Speaker
Student question: How many years of education beyond high school does an
Architect need to begin a career?
Correct Answer can be found at CFNC.org or Video
Base knowledge is the first level of learning targets. This activity is necessary to establish
the knowledge needed about possible future careers. Recall would be another descriptor of
this target.
Week Two Analysis or Application (Middle Level Learning Target): Students will use
the steps of the process
Using a handout, overhead or power point, students will be given the steps of the process and
refer to the steps as they complete the process. Their career choice(s) at this time will be
used later to compare to their final choice(s). Students will answer the question, “What
would happen if the process started with step 4?” by using a table, chart or think map to
evaluate the outcome. They will present their findings in an oral presentation. Comparing
the process to an alternative is the analysis level of learning. This is a foundation for the
explanation of their choice of a career. This target will be assessed through a writing rubric.
Using the Steps of the Process
Directions: For this part of the unit of study you will need to design a chart, graph or
thinking map to evaluate the outcome if the steps were conducted in the opposite order. You
will then present you conclusion to your assigned small group. Upon conclusion place the
finished product in your portfolio. You make receive 9-0 points for this activity.
Oral Presentation Rubric
Name:
Content
Eye Contact
Date:
3 points
2 points
1 points
Student
demonstrates full
knowledge (more
than required) of
content with
explanations and
elaboration
Student holds the
attention of the
audience with the
use of direct eye
contact
Student
demonstrated
knowledge of
content but fails to
elaborate
Student is
uncomfortable with
the information and
can answer only
rudimentary
questions
Student displays
consistent use of
eye contact with the
audience
Student displays
minimal eye contact
with the audience
Point Value
Sardler 3
Creativity
Student work
demonstrates a
unique level of
originality
Student work
demonstrates
originality
Student work
lacked originality
TOTAL
Teacher Comments:
Student Comments:
Analysis would be an appropriate descriptor for this learning target. Students are ask to
describe and organize the steps. They will make decisions about the way to arrange the
information.
Week Two and Three Learning Target: Students will make comparisons between their
interest, aptitude and values inventories results and possible careers.
Students will use John Holland’s Self-Directed Search and Piney Mountain on-line values
and aptitude inventories. They will file the results in their career portfolio.
Students will use the inference level in this activity which is middle to high learning level.
They will infer from the inventories future careers that match their inventories. The students
will be assessed by writing an essay about their career(s) selection. A rubric will be used to
evaluate the writing.
Comparison of Future Career Possibilities
Directions: For this part of the unit you will write an essay about your findings and then
place it in your career portfolio. You may receive 16-0 points for this activity.
Writing Rubric
Name:
Date:
4 points
All
Paragraph
Construction paragraphs
Quality of
Information
include
introductory
sentence,
explanations
or details,
and
concluding
sentence.
Information
clearly
related to the
main topic.
It includes
several
supporting
details
3 points
2 points
1 points
Most
paragraphs
include
introductory
sentence,
explanations
or details
and
concluding
sentence.
Information
clearly
relates to the
main topic.
It provides
1-2
supporting
details
Paragraphs
included
related
information
but were
typically not
constructed
well.
Paragraphing
structure was
not clear and
sentences
were not
typically
related
within the
paragraphs.
Information
clearly relates
to the main
topic. Not
details and/or
examples are
given.
Information
has little or
nothing to do
with the
main topic.
Point Value
Sardler 4
Mechanics
Sources
and/or
examples.
No
grammatical,
spelling or
punctuation
errors.
All sources
are
accurately
documented
in the
desired
format.
and/or
examples.
Almost no
grammatical,
spelling or
punctuation
errors.
All sources
are
accurately
documented,
but a few are
not in the
desired
format.
A few
grammatical,
spelling or
punctuation
errors.
All sources
are
documented,
but many are
not in the
desired
format.
Many
grammatical,
spelling or
punctuation
errors.
Sources are
not
accurately
documented
TOTAL
Comments By Student:
Comments By Teacher:
Week Three and Four Learning Target: Students will demonstrate their knowledge of
the process and their findings through individual presentations.
Students will share with the class or in small groups the results of their findings through an
electronic presentation or other visual presentation means. Students will be evaluated using a
rubric. The rubric will be designed with sections for self-evaluation, peer evaluation and
teacher evaluation.
Presentation of Findings
Directions: Using a presentation media of your choice prepare a presentation for your
classmates about your findings. Once presented, place the presentation in your portfolio.
You may receive 20-0 points for this activity.
Visual Presentation Rubric
Name:
Organization
Date:
4 points
3 points
2 points
1 points
Student
presents
information
in logical,
interesting
sequence
which the
audience can
follow.
Student
presents
information
in logical
sequence
which
audience
can follow.
Audience
has
difficulty
following
the
presentation
because
student
jumps
Audience
cannot
understand
presentation
because
there is no
sequence of
information
Points
for Self
Points
by
Peers
Points by
Teacher
Sardler 5
Content
Knowledge
Student
demonstrates
full
knowledge
(more than
required)
with
explanations
and
elaboration
Student is at
ease with
content, but
fails to
elaborate
Visuals
Student used
visuals and
animation to
reinforce text
and
presentation
Visuals
related to
text and
presentation
Mechanics
Presentation
has no
misspelling
or
grammatical
errors
Presentation
has no more
than two
misspellings
and/or
grammatical
errors
Delivery
Student used
a clear voice
and correct,
precise
pronunciation
of terms
Student’s
voice is
clear.
Students
pronounces
most words
correctly
around.
Student is
comfortable
with the
information
and is able
to answer
only
rudimentary
questions.
Student
occasionally
used visuals
that rarely
support text
and
presentation
Presenation
had three
misspellings
and/or
gramaatical
errors.
Student
incorrectly
pronounces
terms.
Audience
members
have
difficulty
hearing
presentation
Student
does not
have a grasp
of
information;
student
cannot
answer
questions
about the
subject.
Student
used no
visuals.
Presentation
hd four or
more
spelling
errors
and/or
grammatical
errors
Student
mumbles,
incorrectly
pronounces
terms and
speaks too
quietly for
student s in
the back of
the class to
hear.
Comments:
Learning target is at the evaluation/synthesis level which is a high learning level. Students
should select the means of presentation and evaluate their work and the work of others.
Comparison would also be addressed as students compare their work with others in the class.
Students will make judgments about their work and the work of others.
Week Five Learning Target: Students will demonstrate their knowledge of the process
and explain the outcomes.
Sardler 6
Students will write a letter to their parents explaining the process they used to come to their
conclusion of a future career. They will also be encouraged to have their parents respond to
the letter with a written reply. Students would be able to reflect on the replies and discuss
their reactions.
This activity includes the learning outcomes of application and analysis a middle to high
level of learning. Students should apply the knowledge gained to justify to their parents their
possible career(s).
This activity would be assessed by using the writing rubric.
Final Assessment
At the end of the unit a VOCATS multiple choice item test will be given. The items will be
evaluated to best practices in multiple choice item writing by the Kehoe method. Each
correct item will have a point value of one. The test is a total of 25 items for a maximum of
25 points.
Sample Item from the VOCATS test for this unit:
Which of the following jobs is NOT dependent upon a person working with people and
influencing them?
A. Teacher
B. Lawyer
C. Farmer
D. Salesperson
Better item using Kehoe approach:
Which job is dependent upon a person working with people and influencing them?
A. Cattle Farmer
B. Truck Driver
C. Sales Clerk
Alternate question:
T or F A sales clerk must work with people and influence their decisions?
Testing Blueprint and Scoring Plan
Each assessment carries point values. The points for each assessment will the tallied at the
end of the unit and a grade assigned to the total points acquired for the Learning Target.
Assessment 1:
Assessment 2:
Assessment 3:
Assessment 4:
Assessment 5:
Questions Developed carries 5-0 points
Oral Presentation carries 9-0 points
Essay carries 16-0 points
Visual Presentation carries 20-0 points
Letter carries 16-0 points
Sardler 7
Assessment 6: Multiple Choice Test carries 25-0 points
TOTAL Points = 91-0
91-61 points=Mastery Below 61 indicates lack of mastery and reteaching and re-assessing
would need to occur.
Grades could be assigned as follows: 91-81=A, 80-71=B, 70-61=C, 60-51=D, 50-0=F
Or points could be earned throughout the class to earn course mastery. This would be a
novel way to evaluate and possibly difficult for students, parents and administration to
understand. The 100 point scale is heavily ingrained.
References
Kehoe, Jerard (1995). Writing multiple-choice test items. Practical Assessment, Research &
Evaluation, 4(9). Retrieved November 7, 2003 form http://PAREonline.net
/pare/getivn.asp? v=4&n=9.
NCDPI Division of Career and Technical Education, VOCATS Item Bank, Career
Management, 1999.
Olson, George H. (2005). FDN 5560-376 Syllabus, www.lesn.appstate.edu/olson.
Popham, W. James (2005). Classroom Assessment: What teachers need to Know, 4th Edition
Boston, MA: Allyn & Bacon.