NIPA
ICT SERVICE
ASSISTANT LVL-2
ASSESSMENT
PLAN
Subject Area: Installation Software
Institute: The National Institute for Professional
Advancement (NIPA)
Program: TVITT Diploma Programme
Course: SXM ME01 : Measurement and Evaluation
– Assessment for the 21st Century Classroom
Lecturer: Gwendolyn Ahyoung (MIC-TVITTDU)
Student Name: Conlan King
Student ID#: 331870057
Prepared on: June 1, 2019
Supported by:
This Assessment Plan Portfolio is submitted to the MIC Institute of Technology in Partial
Fulfillment of the Requirement for the Diploma in Technical Vocational Instructor & Teacher
Training Development Unit.
Action Research for Teacher and Student Development
Table of Contents
Prepared by: Conlan King
Purpose of the Assessment - Page | 1
Action Research for Teacher and Student Development
Purpose of the Assessment
Prepared by: Conlan King
Definition of Assessment
An assessment is the process of gathering, interpreting, recording and using information about pupils’ responses to educational tasks (Lambert & Lines, 2000). In 2003, the Joint Committee on the Standard of Education Assessment also defined assessment as the process of gathering, interpreting and synthesizing information that inform the key stakeholders (students, teacher, parents, management) on the progress and performance of students.
The Purpose of the Unit Assessment
Assessments are mainly aimed at educating and improving student performance, according to
Wiggins (1998). The purpose of this unit assessment is to determine the level of student understanding, comprehension and ability of the given topic. This assessment will be used to measure the level at which students are able to meet the specified learning outcome (which is to demonstrate the ability to perform basic maintenance and servicing tasks to assist in software troubleshooting). This assessment plan provides an indication of student mastery of knowledge, attitudes and skills necessary for the career of an ICT Service Assistant.
Ultimately, the two most significant purposes of this assessment plan are to improve the classroom practice (by providing insights into my own teaching) and to better design or fine-tune the curriculum of the institution to meet the necessary industry standards. Basically, this assessment plan can be used as a tool to determine the level of learning which is useful for the teacher to provide the necessary feedback to assist students at better understanding their leaning goals (Messick , 1989). Essentially it help students to identify their strength and weakness so that students can learn and improve.
Purpose of the Assessment - Page | 2
Action Research for Teacher and Student Development Prepared by: Conlan King
Unit Title & Lessons/Learning Outcomes
Unit Title:
System Software Management:
Key Unit Competency:
Demonstrate ability to perform basic maintenance and servicing tasks to assist in software troubleshooting.
Time Period:
8 Weeks
Lesson Topics
L1. The Windows
Troubleshooting
Process
L2. Software
Troubleshooting
L3. Windows Updates
L4. Backup & Restoring
S0ftware
Learning Outcomes
To clearly define the 6 step Windows troubleshooting procedure
To explain the purpose of applying the 6 step Windows troubleshooting process when performing system maintenance.
To identify and classify common software issues.
To use the appropriate software tools & resources required for the system software maintenance and repair.
Discuss the importance for having Windows Systems up-to-date
Backup and Restore a Full System and Create Backup Schedule
Unit Title & Lessons/Learning Outcomes - Page | 3
Action Research for Teacher and Student Development
Resources Needed
Prepared by: Conlan King
Instructional Materials & Aids:
1.
Video Tutorial Links to Software Troubleshooting Techniques
2.
Windows 10 Operating System Settings Manual
3.
Copies of Presentations, Handouts and Assessment Instruction
Equipment Needed:
1.
Projection system and speaker for presentation (1 unit)
2.
Computers with Internet access and Windows 10 Software (12 units)
3.
Proprietary Software Diagnostic Tools
4.
DVD Disks (20 units)
5.
USB Flash Drives (20 units)
Resources Needed - Page | 4
Action Research for Teacher and Student Development
Designing the Delivery of Outcomes
Prepared by: Conlan King
Table of Specification:
Unit 1: System Software Management
Instructional Objectives
Cognitive
To identify common software issues and the appropriate tools & resources required for troubleshooting using the 6 step procedure.
Affective
To be confident in adhering to the troubleshooting process for software maintenance and updates.
Psychomotor
Demonstrate software troubleshooting techniques to backup, restore and configure Windows system software settings.
Totals
3
1
20
No. of
Test
Items:
(Total 20)
16
Lower Level (11)
Knowledge, Recall,
Identification,
Comprehension
Higher Level (9)
Application, Analysis,
Evaluation, Synthesis
Multiple Choice Questions (5)
True/False (5)
Short Answer (2)
Matching (4)
Short Answer (2)
14
Constructive Response (1)
Performance Assessment (1)
6
Designing the Delivery of Outcomes - Page | 5
Action Research for Teacher and Student Development
Curriculum Map:
Learning Outcomes
Cognitive (16):
To clearly define the 6 step
Windows troubleshooting procedure.
To identify and classify common software issues.
Prepared by: Conlan King
Revised
Blooms
Taxonomy
Levels (2001)
Remember
Remember
Understand
No. of
Items
2
3
3
Assessment Tools
Types of Items Type of Rubric
Multiple Choice Test
True or False Statement
Multiple Choice Test
To select the appropriate software tools & resources required for the system software maintenance and repair.
Analyze
Analyze
Remember
Understand
2
4
2
Affective (3):
Discuss the importance for having Windows Systems up-to-date
Understand
Analyze
To explain the purpose of applying the 6 step Windows troubleshooting process when performing system maintenance.
Understand
2
1
True or False Statement
Matching
Short Answers
Short Answers
Constructive Response Holistic
Psychomotor (1):
Backup and Restore a Full
System and Create Backup
Schedule
Apply
Evaluate
Create
Designing the Delivery of Outcomes - Page | 6
1 Performance Assessment Analytic
Action Research for Teacher and Student Development Prepared by: Conlan King
Constructing Test Items for Summative Test
Test Coverage
Partial Test Code
Qualification Name
Course
Teacher
Student Name:
Written Examination
INSW - Installation Software
ICT Service Assistant 2 - Year 1 (Quarter 4)
Mr. C. King
Date:
Available time slot 2 Hour 30 Minutes
Number questions
Max receiving score
Test and End term from
Learning Outcomes
Permitted Devices
General instruction
This paper has six (6) sections across -- pages. The number of questions and marks allotted vary for each section.
Section A: Multiple Choice Questions ( 5 PTS)
Section B: True and False Statements ( 5 PTS)
Section C: Matching ( 4 PTS)
Section D: Short Answers ( 16 PTS)
Section E: Constructive Response ( 10 PTS)
Section F: Performance Assessment ( 20 PTS)
Students will need a minimum of 42/60 points to pass the test. The total number of questions: 20.
To identify common software issues and the appropriate tools & resources required for troubleshooting.
To be confident in adhering to the troubleshooting process for software maintenance and updates.
Demonstrate software troubleshooting techniques to backup, restore and configure Windows system software settings.
No electronic or other devices are allowed in the exam.
Read each question carefully before attempting to answer.
WRITE ALL YOUR ANSWERS ON THIS PAPER.
Sanctions Under current based on the Education and Examination Regulations
Constructing Test Items for Summative Test - Page | 7
Action Research for Teacher and Student Development
Section A: Multiple Choice (5 points)
Prepared by: Conlan King
Read each question carefully and circle the ONE BEST possible answer.
1. What is Step 5 of the Six-Step Troubleshooting Process?
A. Verify full system functionality and if applicable, implement preventative measures
B. Establish a theory of probable cause (question the obvious)
C. Identify the problem that is presented by brainstorming
D. Establish a plan of action to resolve the problem and implement the solution
2. In the Six-Step Troubleshooting Process what step “Establishes” a plan of action?
A. Step 1
B. Step 2
C. Step 4
D. Step 5
3. Mark loaded a new video card on his system, but now everything looks very bad. What should he do first?
A. Go to Event Viewer and check the log
B. Go to Device Manager
C. Go to the printed manual
D. Call the Tech Support
4.
You're working on a Windows 7-based system, and you need to access a folder in Windows Explorer.
You can't find the folder, and you suspect it's hidden. What should you do?
A. Use the Default Programs applet to modify the view.
B. Change the View or Display to Large Icons.
C. Use Folder Options to show hidden files and folders.
D. Use Folder Options to show extensions.
5. You've just installed a software update, rebooted, and now your system experiences random crashes.
Which utility should you use first to try to fix the problem?
A. Automated System Restore
B. Device Manager
C. System Restore
D. Recovery Console
Constructing Test Items for Summative Test - Page | 8
Action Research for Teacher and Student Development
Section B: True or False (5 points)
Prepared by: Conlan King
Read each statement below CAREFULLY. State whether the following statements are TRUE or FALSE.
6. To test the theory to determine the cause is Step 2 of the Six-Step Troubleshooting Process.
A. True
B. False
7. In the Six-Step Troubleshooting Process, step 4 is where you implement the Solution.
A. True
B. False
8. In the Six-Step Troubleshooting Process what step “Verifies” full system functionality? → Step 5
A. True
B. False
9. The Event Viewer can sometimes be used to identify a problem that has occurred in Windows, especially when an issue has occurred but no clear error message was received.
A. True
B. False
10. The memory diagnostic tool checks your hard disk drive (HDD) for defects.
A. True
B. False
Section C: Matching (4 points)
Match the following control applet description to its correct applet name by selecting options A through D
Applet/Tool Name
11. _______ Programs and Features
Applet Description
A. used to manage settings like firewall protection, malware protection, and automatic updates.
12. _______ Performance Information and Tools
B. used to connect to and disconnect from the internet, and change or troubleshoot adapter settings.
13. _______ Network & Sharing Center C. used to uninstall, change, or repair an installed program.
14. _______ Security Center D. used display the results of the most current assessment of your computer hardware.
Constructing Test Items for Summative Test - Page | 9
Action Research for Teacher and Student Development
Section D: Short Answer Questions (16 Points)
Prepared by: Conlan King
Read each question carefully, and provide the best possible answer.
15. Describe at least “FOUR” critical tasks performed by the Windows Task Manager. (4 point)
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16. List the TWO best possible Windows software tools that can be used for improving computer system performance and memory and state why. (3 points)
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17. Briefly describe how important are windows updates to the overall day-to-day operation of your computer system? Use THREE examples of this to support your answer. (4 points)
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18. Although updating the Windows Operating System provides many advantages to the end user such as improved system performance it in can also be unfavorable in some cases. State FOUR disadvantage that can be caused by updating your system software. Explain your reason for choosing this. (5 points)
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Constructing Test Items for Summative Test - Page | 10
Action Research for Teacher and Student Development
Section E: Constructive Response (10 Points)
Prepared by: Conlan King
19. As an IT support professional, your task is to quickly assess a situation, diagnose the problem, and find a solution to the issue. There are many troubleshooting guidelines, each with their own names and wording that might be used to take you through the process of resolving a computer problem. Expert computer repair technicians troubleshoot problems using a methodical process, although at times other technicians work with a hit-or-miss guess.
Using two to three paragraphs, briefly share why you would recommend using the 6 step troubleshooting process over the faster hit-or-miss method and give two advantages for using this systematic approach instead.
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Constructing Test Items for Summative Test - Page | 11
Action Research for Teacher and Student Development
Section F: Performance Assessment (25 Points)
BACKUP AND RECOVERY
Company Profile:
Prepared by: Conlan King
A manufacturing company uses an external network attached storage device as their primary backup storage media throughout the entire organization.
Current Situation/Issue:
Full backups weren’t run or scheduled since the previous Network Administrator left. Their e-mail and database applications have to be shut down during the backup process.
The main concerns facing the company is:
1) Due to the lack of a backup schedule and limited storage capacity, recoverability of the backup can be compromised.
2) Key applications have to be shut down during the backup process.
PERFORMANCE TASK
The company would like you to perform the following task(s) using the lab equipment and environment provided:
1) Run a manual (immediate) back-up of the computer environment and files and create a restore/recovery point to accommodate any future system failures.
2) Create a backup schedule that runs a periodic backup of the system.
3) Increase the storage capacity on the network device to allow for more storage space.
Constructing Test Items for Summative Test - Page | 12
Action Research for Teacher and Student Development
Performance Rubric
Prepared by: Conlan King
Elements
Strategy &
Process
Application &
Functionality
Preparation
Accomplished – 4
Points
Used the 6 steps troubleshooting process
Developing – 3
Points
Criteria
Beginner – 2
Points
Incapable – 1
Point
Used 4-5 steps of the troubleshooting process
Used 2-3 steps of the troubleshooting process
Used 0-1 steps of the troubleshooting process
The software issue was resolved in the
1st attempt using the appropriate tool(s).
The software issue was resolved in the 2nd attempt using the appropriate tool(s).
The software issue was resolved in the
3rd attempt using the appropriate tool(s).
The software issue was resolved in the
4th or more attempt using the appropriate tool(s).
Thoroughly prepared for event.
Had all necessary tools and equipment.
Showed clear plan for troubleshooting and moved through work efficiently. Kept work area neat and tidy.
Prepared for event. Had all necessary tools and equipment. Had plan for troubleshooting. Kept work area mostly clean and tidy.
Prepared for event.
Had to borrow one to three item.
Seemed to be guessing at troubleshooting steps. Work area was slightly messy .
Not prepared. Didn't have any tools. Had to borrow all items.
Clearly guessing during troubleshooting.
Very messy work area.
Storage/Backup
Efficiency
(Task 1-3)
Perform scheduled systematic backup procedure. Recover, as much as possible, erased or corrupted data. Demonstrate knowledge of the system utilities used for file management*
(e.g., change protection modes, rename, delete).
Backup data periodically to a backup media (CD, disk, etc.) or server. Apply appropriate file and disk management techniques* (e.g., defragment and rearrange files, reinstall backup data).
Determine file organization* (e.g., use appropriate directory structures and names).
Backup data sporadically to a backup media (CD, disk, etc.) or server.
Differentiate between files and directories.* Use folders or directories with meaningful names to store related files.
Maintain all files on local hard drive. Put all data files in a single level directory or one folder. Do not use different versions of files.
Hurriedly finished on time
Did not finish the task on time
Time
Management
Finishes within the prescribed time with expert pacing
Finishes within the prescribed with fairly average pacing
Constructing Test Items for Summative Test - Page | 13
Action Research for Teacher and Student Development Prepared by: Conlan King
Analyzing and Communicating Results
Analyzed in a Qualitative Manner
The results of this assessments will be analyzed in a qualitative manner to ensure that the test content matches the attitudes, characteristics or behavior being assessed. After grading the test I will also organize the results by sorting the scores and creating a grid or spreadsheet to record the incorrect responses to each item for each student. This will allow me to know how well each test item discriminates between high and low scorers. Through this manner I will be able to provide feedback to students and correct any misconceptions.
The Purpose in Communicating Assessment Results
Assessment provides information on the achievement in terms of a grade results to the key stakeholders. The obtained information can used to make educational decisions about students, to give feedback to the student about their progress, strengths, and weaknesses, to judge instructional effectiveness, curricular adequacy, and to inform policy.
Communicating
Audience
Students
Format for Communicating Results Purpose
Discussion with Feedback on Results
Student Tracking Software
Sample Student Pieces and Paper (for comparisons)
Provide performance feedback
Track student progress
Parents Student Tracking Software
Sample Student Pieces and Paper (for comparisons)
Provide performance feedback
Online tracking of student progress
Teacher/PLC Team Workshop Sessions using Statistical
Reports and Assessment Pieces
School Management
School Boards &
Ministry of Education
Statistical Reports using Charts,
Figures and Tables (identify trends, provide insight, etc.)
Sharing of overall performance of students, share ideas and teaching strategy of what works and doesn’t
Improved teaching practice
Track overall subject, school or program success performance
To inform policy
Analyzing and Communicating Results - Page | 14
Action Research for Teacher and Student Development
Teacher Reflection
Prepared by: Conlan King
After completing this assessment plan I was able to derive the following conclusions. First of all, having an assessment plan allows me to be better prepared to “competently and fairly” judge my students based on what was taught and the expected outcomes of that lesson. Usually when I reflect on my teaching practice, the first notion that comes to mind is “How well did I perform as a teacher?” This is often determined by my student’s results for the most part but also whether they’re now prepared to accomplish what is expected of them. Other times I wonder “how can I better prepare my students to be successful ICT technicians in the real world?” and “are the expected standards being met.”
Change in Test Construction Method
However through the development of a test strategy plan which includes a table of specification,
I have been able to answer these questions in advance and I can see the benefit that it offers me in my teaching practice in the future. The question of what is taught and what should be tested should always come to question. The alignment of these tasks must be viewed from this perspective. This activity allowed me to focus on defining clear objectives (what needs to be assessed) and learning outcomes. That students are also aware to the learning outcomes. This activity also allowed me to critique myself as a teacher as to better deliver a higher level of educational instruction.
Teacher Reflection - Page | 15
Action Research for Teacher and Student Development
References
Prepared by: Conlan King
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing,
Abridged Edition. Boston, MA: Allyn and Bacon .
Lambert, D., & Lines, D. (2000). Understanding Assessment. London: Routledge Falmer.
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp. 13-104). New
York: Macmillan.
Wiggins, G. P. (1998). Educative assessment:
Designing assessments to inform and improve student performance
. San Francisco: Jossey-Bass Publishers.
References - Page | 16
