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COMPUTER-RELATED PERFORMANCE STANDARDS
The instructional strategies provided in the body of this IRP suggest word-processing activities and goals to help students build skills in this area. This section provides criteria to assist teachers with the assessment and evaluation of skills relating to ergonomics, touch keyboarding, and document preparation.
Specifically, this section contains performance standards associated with the following components:
Ergonomics
Touch Keyboarding
Document Production
Workstation
The performance standards that are described in this section can be used to assist in the development of teaching strategies, the assessment process, and the evaluation of performance and proficiency in using computer technology. They can be applied independently to computer-related tasks and to more broadly based assessment activities, such as those described in the four samples in this appendix. The information can also assist teachers in providing feedback to students, setting letter grades, and reporting to parents.
Ergonomics
In the business education classroom, teachers need to be aware of safety considerations from an ergonomics perspective. Improper technique and body position with respect to the keyboard, monitor, chair, and floor may lead to physical injury. Teachers must continue to model proper technique and to diligently monitor students' posture and use of computer hardware.
Posture
Keying Techniques
Environment
Touch Keyboarding
Speed
Students entering Grade 8, who have had previous instruction in business education and touch keyboarding, are expected to work toward and attempting to exceed 20 to 25 words per minute (wpm) with accuracy. They will have been taught correct keying techniques and will have a basic understanding of ergonomic principles. They will have had the opportunity to use touch keyboarding in the production of some correspondence, such as writing thank-you letters to local businesses or guest speakers.
Students who meet the keyboarding goals in grades 8 through 10 will be striving for and attempting to exceed 45 to 50 wpm with accuracy. These values are guidelines only; it is expected that teachers will adjust performance standards to meet individual student needs. The performance standards in this appendix support this goal.
Students will be offered further keyboard instruction and employability skills development if they elect Grade 11 and Grade 12 courses that have entry-level standards of 45 to 50 wpm. In these courses, students will have a goal of 60 to 65 wpm, the minimum performance level that is currently expected in the workplace.
It is expected that students will work toward meeting and exceeding the standards shown in the WPM Rating Scale.
| Grade 8 | Grade 9 | Grade 10 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Rating Scale | Level I | Level II | | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Note: Accuracy goal is a maximum of one error per minute, tested on a timed test. Minimum testing duration is five minutes.
Accuracy
Many methods can be used to calculate words per minute. Teachers are advised to find a method that will work well with the performance standards. (e.g., Error cutoff computes speed scores on timed writings for which the gross number of words counted consists of all words typed up to a stated error ceiling. Suggested ceiling is one error per minute.)
Formatting and Editing
The formatting and editing aspects of performance evaluation are summarized in the following table. This material can form part of a wider set of criteria on which to base an evaluation of student performance. For example, the following table may be used as:
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Document Production
The following are examples of documents suitable for practice, assignment, and testing at each grade level. (These examples become part of the performance standards associated with touch keyboarding.) Documents should become more complex as students develop their skills and progress through the grades. Also, documents introduced in previous grades should continue to be practised in subsequent levels (résumés in particular).
Grade 8
Grade 9
Grade 10
Workstation
Students' familiarity and proficiency with computer equipment is integral to their skill development. Teachers should assess students' entry-level computer skills and ensure that all students are given sufficient introduction to the use and maintenance of computer hardware and software. The following skills represent performance standards for students at all levels.
Hardware
Software
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Revised: October 29, 1997
