Appendix D: Assessment and Evaluation

Evaluation Example

Many assessment procedures are like occasional Òsnapshots.Ó The teacher uses them on a more or less regular basis and they take relatively little time to complete (e.g., rating scales, observation checklists). Long-term assessment procedures differ in that students assemble materials over a relatively long period of time. These procedures include the use of tools such as portfolios, logs, diaries, and periodic audio or video records. Long-term assessment procedures can:

• provide a portrayal of student growth in an area of study over a long period of time
• use assessment criteria that are not accessible in many other forms of assessment
• engage students in reflection about their own work
• engage students in reflection about evaluation

Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the use of ideas
• use effective communication skills when gathering and sharing information independently and in groups
• use appropriate multimedia and information technology in presentations
• demonstrate a willingness to participate independently and interdependently in a productive environment

Students, in groups of three, design a logo for a school club. Each group will present their logo to the other groups.

Criteria:

1. Colour (use at the most three different colours)
2. Originality
3. Design layout
4. Reflects the activities of the school club
5. Overall appearance

Criteria	Scale
1. Colour	1	2	3	4	5
use of at most three colours contrast of colours highlights logo elements
2. Originality	1	2	3	4	5
logo components in unique relation to each other selection of components
3. Design layout	1	2	3	4	5
simplicity of structure clarity of logo components
4. Logo reflects club activities	1	2	3	4	5
components attributable to club name overall design relates to club activities
5. Overall appearance	1	2	3	4	5
organization format aesthetics

Teacher Evaluation of Group Dynamics

Ideal Student Behavior	My Observations
Listens to all opinions and ideas Contributes information and judgement when appropriate Clarifies expectations of each group member Is Óon taskÓ the whole time Assumes leadership or supportive role where appropriate

Teacher Evaluation of Group Presentation
Criteria	Scale
Introduction identifies main points	1	2	3	4	5
All group members are involved in presentation	1	2	3	4	5
Clear defence of logo (justification for design, colour, etc.)	1	2	3	4	5
Appropriate use of technology	1	2	3	4	5
Overall impression	1	2	3	4	5

Learning Outcomes

It is expected that students will:

• use appropriate criteria and standards to assess and evaluate products, services, systems and ideas
• use effective communication skills when gathering and sharing information
• use appropriate technologies in a variety of applied contexts
• demonstrate a willingness to participate interdependently in a productive environment

Research career opportunities in marketing products or services

Assessment Tool

A written report will be submitted as the assessment tool

Criteria
To what extent does the student address:

• employment opportunities based on statistics for the sector
• job descriptions
• entry requirements
• training programs
• potential for self employment
• industry trends

• extensive review of literature
• main points of each reference clearly presented
• summary of issues and trends
• analysis of the findings
• draws conclusions
• makes recommendations based on the results

• as above, but failed to relate recommendations to conclusions

• reasonable review, discussion and analysis with cursory conclusions and recommendations

• two or three references with main points difficult to identify
• conclusions and recommendations have limited connection to findings

• two or three references and some main points
• no connection with conclusions or recommendations presented

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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