Appendix C: Assessment and Evaluation - Samples

Sample 1: Grade 11

Project: Knick-Knack Shelf

Prescribed Learning Outcomes:

It is expected that students will:

Health and Safety

• identify Workers' Compensation Board and WHMIS regulations that apply to a carpentry and joinery work environment
• describe safety and accident prevention procedures for a carpentry and joinery work environment
• use safe work practices

Personal and Project Management

• interpret orthographic and pictorial drawings
• produce sketches and technical drawings
• prepare a bill of materials and a cutting list
• identify and utilize employability skills

Mathematical Applications

• demonstrate the ability to use a variety of measuring instruments
• demonstrate proficiency in using fractions and decimals to solve problems related to carpentry and joinery
• solve technical problems using ratio, proportion, and geometry

Materials

• identify and select wood species appropriate for a given project
• identify, describe, and use abrasives
• identify, describe, and apply common adhesives
• identify, describe, and apply brushed-on and hand-rubbed wood finishes
• identify, describe, and install basic hardware (hinges and knobs/pulls) and basic fasteners (nails, brads, and screws)
• describe and demonstrate initial material preparation

Hand Tools

• identify, maintain, and use the following hand tools:
  • layout and measuring tools
    
  • cutting tools
    
  • boring tools
    
  • shaping tools
    
  • finishing tools
    
  • fastening tools
• identify and construct the following basic woodworking joints:
  • dado
    
  • mitre
    
  • rabbet
    
  • butt
    
  • half-lap
    
  • cross-lap
• construct a project using hand tools
• prepare wood surfaces for application of finish

Overview
The teacher developed a unit in which students, working in groups and individually, planned and constructed a Knick-Knack shelf. Evaluation was based on:

• group work
• project planning
• shelf construction.

Planning for Assessment and Evaluation

• The teacher provided students with drawings of a Knick-Knack shelf. The teacher then divided the class into groups and asked the groups to develop:
  • a bill of materials
    
  • a schedule for breakout of material
    
  • a rotating schedule for completion of various tasks
    
  • a project timeline.
• Groups were assigned breakout tasks based on the bill of materials and the breakout schedule. Students regularly communicated with each other to ensure that all required material was properly prepared.
• Each student selected material from the prepared stock. Students laid out, cut, and assembled their material according to drawings and specifications. They then prepared the shelf surfaces and applied a finish.

Defining the Criteria

Group Work

To what extent do the students:

• participate willingly and constructively in the group
• initiate, develop, and sustain interactions in the group
• contribute ideas and build on the ideas of others?

Project Planning

To what extent are the students able to:

• accurately estimate the material required for the project
• develop a workable schedule for breakout of material
• develop an appropriate schedule for student rotation through work stations
• assign appropriate timeframes to given tasks?

Safety

To what extent do the students:

• demonstrate a serious attitude toward safety issues
• encourage others to work safely
• exhibit personal preparedness with respect to clothes, jewellery, and protective equipment
• identify and use correct procedures to ensure health and safety?

Shelf Construction

To what extent do the students:

• select the appropriate tool for each task
• construct the project according to the plan
• complete a high-quality finished project?

Assessing and Evaluating Student Performance

Group Work and Project Planning

The teacher used two sections ("Social" and "Ideas") of the reference set Evaluating Oral Communication Across Curriculum as the basis for creating a rating scale to assess individual students' contributions to their groups (see Group Work and Shop Work Rating Scale). The teacher collected information about student performance by observing them as they worked.

Safety

The teacher collected information about student performance by observing them as they worked. A rating scale (see Safety Rating Scale) was used to evaluate safety performance.

Shelf Construction

As students worked on their projects, the teacher conferenced with them individually, asking questions to determine the extent of their understanding of woodworking joints and tool use. The teacher recorded student performance using a rating scale.

Group Work and Shop Work Rating Scale

Safety Rating Scale