Appendix D: Assessment and Evaluation - Samples
Sample 6: Essentials of Mathematics 12

Topic: Comparative Study of Career Choices

Prescribed Learning Outcomes:

Problem Solving

It is expected that students will:

• solve problems that involve more than one content area
• analyse problems and identify the significant elements
• demonstrate the ability to work individually and cooperatively to solve problems
• clearly communicate a solution to a problem and the process used to solve it
• use appropriate technology to assist in problem solving

Life/Career Project

It is expected that students will:

• determine what factors are important in analysing careers
• describe two specific career opportunities
• identify mathematical educational requirements for two careers
• compare two careers in terms of characteristics such as salary, hours of work, training cost and time, cost of living, and benefits

Unit Focus

The overall goal of the unit was to give students the tools necessary for comparing career choices. Students needed to demonstrate their ability to research, compile, interpret, and present career factors. The teacher assessed students with respect to their descriptions, calculations, budget forms, and an assortment of other documents supporting the career choices and the life style it entails. Planning the Unit

To plan the unit, the teacher:

• identified the prescribed learning outcomes for instruction and assessment for the unit and the prerequisite knowledge and skills needed to achieve these outcomes
• determined which of these prerequisites to review
• planned a variety of activities to help students achieve the learning outcomes, including those associated with group-work skills, communication skills, and attitude
• identified criteria to use in evaluating students' learning
• designed assessment that was an integral part of the instructional process

The Unit

Introduction

• The unit began with a discussion on selecting a career, the motivations behind it, the reasons for the selection, and the intended goals to be reached with that career choice
• People employed in various fields (e.g., trades, industry, business, research) were invited to give a brief synopsis on what their job entails, why they chose that particular field, and how they went about getting the job.
• Individually, students were asked to list as many career factors affecting career choices as they could. The class then came together and compiled all of these factors into one complete list.
• To reinforce the importance of considering all career factors when selecting a career, students were asked to interview an important adult in their life on her or his career choices.

Review of Relevant Concepts

• The teacher provided the class with a number of case studies involving budget information. Students worked in small groups to review their skills in presenting the data using spreadsheets, graphs, and diagrams. The groups had to provide reasons for choosing a particular style of presentation.
• The teacher provided specific problems and the students practiced calculations involving wages/salary and expenses.
• The teacher reviewed how to do a budgetary analysis.

Performing Research and Presenting the Results

• Students were given access to the library and the outside world via the internet. The teacher demonstrated necessary research skills and how to summarize data collected. Students selected two careers they were interested in and researched these careers with respect to the list of career factors the class had established. The students kept a log of their research which included a detailed description of the item and the source. Students were encouraged to record any additional factors that might influence their career choices.
• For further research, students were assigned to interview a person currently holding one of their career choices either in person, by phone, by mail, or by e-mail. The teacher discussed with the class how such contact could be made and what attitude and behaviour is necessary to achieve results.
• Once the research had been completed, the students were asked to organize their results and to present them meaningfully. Students were partnered up to use their partner as a sounding board for their presentation.

Analyzing the Research

• the teacher guided the students in comparing their two researched career choices. The teacher emphasized that it is important to provide reasons for decisions made.

Defining the Criteria

Mathematical Thinking

To what extent do students:

• demonstrate an understanding of how to prepare a budget analysis
• prepare a budget analysis
• use spreadsheets, graphs and diagrams to present information
• describe the financial factors involved in selecting a career
• compare two careers with respect to salary, hours of work, training cost and time, cost of living, and benefits
• apply their mathematical knowledge while comparing two careers
• use appropriate mathematical terminology and notation

Attitudes

To what extent do students:

• approach problem situations with confidence
• show flexibility in using available resources (e.g., calculators , spreadsheets, help from other students or the teacher)
• show interest, participate in activities, and volunteer responses
• make connections between real-life situations and mathematics.

Group Skills

To what extent do students:

• work with other students in whole-class discussions and small groups, to build on ideas and understanding
• initiate, develop, and maintain interactions within the group.

Communication Skills

To what extent do students:

• communicate ideas clearly and understandably
• listen to and make use of the ideas of other students
• present logical arguments to support their conclusions

Assessing and evaluating student performance

Observing and Questioning

The teacher observed as students participated in whole-class discussions, small-group activities, and individual research, taking note of behaviours that indicated students were or were not achieving the criteria established for the unit. Students' understanding, attitudes, and group and communication skills were evaluated informally throughout the unit. The teacher reviewed students' work to note the extent to which they showed progress in researching two careers and in compiling information on established career factors.

Individual Project

Each student completed a research project on comparing two careers of their interest. The project required student to:

• provide a job description for each career
• identify the mathematical educational requirements needed for each career
• list the overall educational requirements and associated costs for each career
• perform a budgetary analysis
• describe their findings on income, salary, and health factors associated with each career
• perform a lifestyle analysis
• compare the two careers objectively using their findings and provide reasons for their conclusion
• use and cite a variety of appropriate information sources
• complete a written report, and present their findings to the class

The report was evaluated using the following assessment checklist, and the presentation was evaluated using the following holistic scale. Students received copies of the checklist and scale before marking the project and used them as guidelines in developing their presentations and written reports. At the end of the project they used the guidelines to self-assess their work. The teacher held conferences to discuss discrepancies between students' and teacher's ratings. Students were given suggestions for improvements. Students who received scores of less that 50 points on their written reports were given the opportunity to redo them. The final score for the written report was the higher of the two scores.

Assessment checklist: Career Project

Student Name: _______________________ Points:__________ /100

Journal Entries

During the project, students kept a log of their research, findings, and the approach they took. Students had to do on-going reflections on their position towards the two careers they chose. The teacher reviewed their journal entries and evaluated the quality of their responses. The teacher also used the journal to offer further guidance or pointers to the students' projects.

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Revised: September 2001

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