Sample 4: Business Computer Applications 11

Topic:

Prescribed Learning Outcomes:

Business Communications

It is expected that students will:

• apply a variety of communication skills, methods, and strategies to communicate in business situations
• produce print publications and electronic communications for various audiences and purposes

It is expected that students will:

• compare and use electronic and non-electronic information resources and tools to solve business problems and accomplish business objectives
• select and apply electronic communications, word processing, database, spreadsheet, desktop publishing, and presentation software to complete business tasks
• assess both the value and limitations of computers and related technology
• analyse ethical and legal issues associated with computers and related technology

It is expected that students will:

• research, plan, and produce both oral and written reports

Overview

The teacher developed a unit in which students visited local modern offices to witness the influence of technology in business procedures and systems. Evaluation was based on interview questionnaires and multimedia presentations.

Planning for Assessment and Evaluation

• To introduce the unit, the teacher engaged students in a discussion to develop hypotheses about the benefits and disadvantages of computers and related technology in business. The teacher recorded the information on a chart and asked students to work individually or in pairs to test the hypotheses. To help students gather information to support or refute their hypotheses, the teacher had them arrange visits to local businesses.
• In preparation for their visits, the teacher described the processes involved in interviewing, including developing questionnaires and using questioning techniques. The teacher then explained that students would develop questionnaires and use these techniques to interview managers and employees during their site visits.
• Students developed questionnaires to find out about managers' and employees' perceptions and experiences regarding the benefits and disadvantages of computers and related technology in their jobs and the businesses in which they work. As well, they developed observation guides to record information about the use of electronic and non-electronic information resources and tools in these businesses. As a final step, the teacher reviewed each component of the project and the types of activities that students might observe. Those who had completed work experience were encouraged to share their knowledge.
• Students made appointments and conducted interviews with people in local businesses. When they completed their research, they developed multimedia presentations on their findings. Their presentations explained how these findings related to the hypotheses generated at the beginning of the unit.

Defining the Criteria

Interview Questionnaire

To what extent does the student:

• include a variety of question types (open-ended, closed, personal, public)
• probe and show insight while remaining courteous
• create an order and flow that encourages dialogue
• keep questions clear, short, and easy to understand
• demonstrate knowledge and awareness of the type of business they visit
• demonstrate an understanding of the tasks and functions of people in business
• demonstrate an understanding of the technologies used to perform business functions and tasks
• produce clear, understandable notes

To what extent does the student:

• use a variety of technologies effectively to present information clearly
• identify how electronic and non-electronic information resources and tools are used in business
• describe differences in how individuals use technology to perform business tasks
• provide examples that support or refute the class hypotheses
• explain ethical and legal issues pertaining to computers and related technology, and discuss their implications for individuals and businesses
• suggest changes to the hypotheses developed in class

Assessing and Evaluating Student Performance

The teacher and students used criteria lists and rating scales to assess and evaluate student performance.

Key: 4 ­ Criteria strongly evident; exceeds expectations.
    3­ Criteria evident at a competent level.
    2­ Criteria evident at a satisfactory level.
    1­ Criteria minimally evident.
    0­ Criteria minimally evident.

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