Assessment

Plan
MEDT 7476- University of West Georgia
Lashairian Slater
October 8, 2014
Performance Task Title: What Should You Be When You Grow Up?
Grade(s): 6,7,8
Designer Lashairian Sha Slater
Performance Task Annotation: Students will work to identify characteristics, traits, and trends
that help identify a career that matches their individual physiognomies based on a career assessment
that helps identify ideal career. From this assessment students will be asked to organize, present,
and share their findings along with providing a reflection of the relation of the career assessment
versus a post assessment completed of the career they identified for themselves before research and
undergoing the project. The collection of information must be highly organized and culminate into a
visual representation with clearly stated ideas from their project findings and career assessment
results. Students will be required to take all assessments, complete project activities, and deliver a
creative and informative presentation to peers and instructors. The goal of the project is to meet
focus and national standards and for each student to participate in their career path and
development planning.

Subject(s): Career/Career Clusters/Pathway Course
(Overview of Career Clusters/Pathways)
Georgias 17 Career Clusters/Pathways provide a structure for organizing and delivering quality
Career, Technical and Agricultural Education (CTAE) programs in Georgias public high schools.
Utilizing the Career Cluster model used by most of the United States, Georgias 17 Career
Clusters/Pathways model represents more than 96 career pathways to help students navigate their
way to greater success in college and career. This model also serves as an organizing tool for
curriculum design and instruction and provides essential knowledge and skills for the students
career pathways. Another benefit of this model allows students to discover their interests and
passions, empowering them to choose the educational pathway that may lead to success in high
school, college and career. The 17 Career Clusters/Pathways encompass both secondary and
postsecondary education and will strengthen and improve student transition from secondary to
postsecondary education.
Source: https://www.georgiastandards.org/standards/Pages/CTAE-Career-Clusters-Pathways.aspx

Approximate Duration of Performance Task: Fourteen Days (14)
Focus Standards:
BMA-IBT-2

Apply technology as a tool to increase productivity to create, edit,

and publish industry-appropriate documents.
2.1 Practice respectful and responsible use of technology.
2.2 Demonstrate ethical and legal actions with regards to plagiarism,
fair use, and copyright laws.
2.3 Execute efficient online searches for specific and creditable
resources.
2.4 Model the ability to work independently and as a team member.

2.5 Demonstrate time management and organizational skills complete

tasks in allotted time.
2.7 Apply good design principles to create professional appearing and
functioning business documents.

BMA-IBT-3
Master word processing software to create, edit, and publish
professional appearing documents.
3.1 Create, share and maintain documents.
a. Apply different views and templates, protect the document, manage
document versions, share and save documents.
3.2 Format document content
3.3 Apply page layout and reusable content to documents.
3.4 Insert illustrations and graphics in a document.
3.5 Proofread documents to validate content.
3.6 Apply references and hyperlinks in a document.

BMA-IBT-6
Use professional oral, written, and digital communication skills to
create, express, and interpret information and ideas.
6.1 Exhibit appropriate business (oral, written, and digital)
communication skills needed in the workplace to facilitate information
and communication.
6.2 Explore social media etiquette and importance of digital presence.
6.5 Using presentation software, create and deliver simple, clear and
compelling presentations effectively to target audiences.
6.7 Use appropriate technology to plan, develop, practice, and present
material to different types of audiences for specific business purpose. a.
Research paper, web site, multimedia presentation, publications,
speech, online media, video, avatar, etc.

ELACC9-10SL2
Integrate multiple sources of information presented in diverse media or
formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.
ELACC9-10SL4
Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
ELACC9-10SL5
Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of
findings, reasoning, and evidence and to add interest.

ELACC9-10SL1
Initiate and participate effectively in a range of collaborative
discussions (one- on- one, in groups, and teacher- led) with diverse
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.

MSCA6-1
Students will understand the personal nature of work and how it relates
to them as individuals and as integral parts of society.
a) Identify reasons why individuals work economic, social, and
psychological)
b) Compare and contrast jobs vs. careers.
c) Determine viable career options (high-demand, high-skilled, and
high-wage).
d) Investigate and describe Georgias Career Program Concentrations
and Pathways.
e) Identify, utilize, and demonstrate current and viable career-related
resources to research career opportunities in self-selected pathways.
f) Explain the purpose and benefits of membership in career and
technical student organizations (CTSOs) at middle school and high
school levels.

N National Standards (MUST include ISTE NETS Standards e.g., NETS-S, NETS-T,

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
b. Create original works as a means of personal or group expression.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others. Students:
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
c. Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students:
a. Advocate and practice safe, legal, and responsible use of information and technology.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c. Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.

NETS-A); include other national standards as deemed relevant)

NATIONAL CAREER DEVELOPMENT GUIDELINES:
PS4.K1 - Recognize that you have many life roles (e.g., personal, leisure, community, learner, family,
and work roles).
ED2.K6 - Identify specific education/training programs (e.g., high school career paths and courses,
college majors, and apprenticeship programs).
CM1.K5 - Recognize that changes in you and the world of work can affect your career plans.
CM3.K2 - Recognize that career information includes occupational, education and training,
employment, and economic information and that there is a range of career information resources
available.
CM3.K3 - Recognize that the quality of career information resource content varies (e.g., accuracy,
bias, and how up-to-date and complete it is).
CM3.K4 - Identify several ways to classify occupations.
CM5.K1 - Identify societal needs that affect your career plans.

Description and Teacher Directions
Step 1- The teacher will use a PowerPoint or provide a brief verbal summary of the overview and
objectives of the assignment. Students will be shown acceptable project outcomes and provided with
all resource handouts (if applicable).
Step 2- Students will be given homework and/or in class time to provide all materials needed for
assignment to be checked and given directives and location of where to take the Pre-Assessment.
Step 3- After they have completed Pre-Assessment students will take the Career Assessment. Results
need to be printed in order to be used as part of visual presentation.
Step 4- Students will be asked to make visual representation of initial findings using different
methods of mixed media.
Step 5-After visual representations are complete students will present to class in 3 minute individual
presentation. Students will also be asked to dress the part of the ideal career based on the results of

the assessment.
Step 5a-Students will be asked to complete Peer Review on Step 5.
Step6-After visual presentations and feedback from reviews, students will be asked to research the
duties of their jobs, write a summarized description, obtain the education level needed, growth
trends, salaries, closely related careers, provide at least 2 companies they could work for or state if
they would start their own business in this field and why.
Step 7-Students will be asked to organize, and gather all research information into a research paper.
Step8-Students will be asked to research at least 3 colleges that provide education in their field,
research will have to include name of school, tuition, location, prerequisites, any outstanding
attribute (famous alumni, notorious history, prestigious ranking, graduate statistics, etc.)
Step 9-Students will need to complete a post assessment.
Step10-Students will be asked to reflect on their overall project and what was learned. Students will
present 3-5 minute presentation giving a summary of all they learned about themselves, career, and
the college they would choose and why from their research.
Step10a-Students will be asked to complete Peer Review on Step 10.

Rubric Title: What Should You Be When You Grow Up?


Rubric Description:
The rubric covers use of technology, requirements, participation, and accumulated points for the
assignment.


Rubric or Other Performance Evaluation Tool

What Should I be When I

grow up?


Name: ________________________________
Instructor: ________________________________
School/Class: ________________________________
Date: ________________________________

Target Audience: Students Grade 6, 7, or 8

Grading Points:

0=Student is missing the assignment

1=Instructions not followed or very poor quality work or missing a portion of the assignment
2=Instructions followed with below average to average work (Very little info or messy work)
3=Instructions followed with average to above average work (Neat with all requirements met)
4=Instructions followed with outstanding work (Neat with all the requirements met, as well as additional

material and content that makes the project exceptional)

Post Assessment Completion

1 2 3 4
Project Materials bought in (USB storage, folder, index cards, poster board)
2 4 6 8
Career Assessment Completed & results printed
2 4 6 8
Visual Representation of Results
1 2 3 4
Presentation of Visual Representation
2 4 6 8
Career Research Materials
1 2 3 4
College Research Materials
1 2 3 4
Research Paper
2 4 6 8
Project Reflection Essay
2 4 6 8
Reflection Presentation
2 4 6 8
Post Assessment
1 2 3 4
Participation
2 4 6 8
Dress for Success
1 2 3 4
Peer Review & Feedback
1 2 3 4
Overall Project
2 4 6 8
Clear Presentation of Thoughts
2 4 6 8

Overall Points ____________ out of 100
Comments: __________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________


Example of Student Work with Teacher Commentary (Insert one example of what you
would expect a student to submit.)
Student would be expected to complete all aspects of the project including written, oral
presentations and assessments. {Pre, Career, and Post) At conclusion of project students will have;
Completed 3 assessments
Given 2 presentations
Created one visual display
Created and rendered a research log
Turned in 1 Research Report, and 1 Reflection Essay
Participated in collaboration, and peer reviews

Materials and Equipment
USB, project folder, index cards, poster board
Microsoft Office (Word, PowerPoint), Computer (lab), Presentation software (Animoto, Prezi, etc.)

What 21st Century Technology was used in this performance task?
Student Response System
Project Wiggio or Weebly Page
USB
Image files
Web Sites
Desktop Software
Computer
Internet
Differentiated Instruction

To tailor instruction to meet the individual needs of the students, instructors can use an ongoing
assessment into how the success of the project is going based on the completion and quality of work.
If students are exhibiting common challenges, students should be open to the flexibility of breaking
each step down into more manageable tasks in order to approach instruction. Teachers can monitor
the 4 elements of content, process, products, and the learning environment to create the best
learning experience.

Content: Use materials at variety of reading levels, present ideas visually and orally. Assign small
groups to re-teach ideas.

Process: Tier the activities as assigned and go in sequential order. Develop agenda and timeline at
commencement of project. Provide hands on support. Vary or extend length if it can support or
advance the learning.

Product: Complete task with students at each step, foster healthy competition, give students options
on how to present work and encourage creativity as long as requirements are met.

Learning environment- (See Setting)

Web Resources (if used in the instruction and/or assessment):
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/Elementary-
Cluster-Activities.aspx

Setting

The setting for instruction and assessment would ideally be located in a traditional brick and mortar
classroom. However this project can be adapted to a hybrid or online format. The features of the
classroom should include ideal lighting and spacing with access to a computer or preferably a
computer lab for synchronous instruction. The class side should not exceed 18 students, and be
suitable for learning. Room should be quiet and without distractions but engaging enough to invite
class participation, and project discussion. Materials not available at home should be accessible
during class time with stations for individual or group work.

Learners

Students are described as 6 7, or 8th grade participants that vary between the ages of 11- 14. Students
will be a mix of gender, race, and ethnicity when possible. The project is catered to regularly placed
students that are not participating in accelerated or gifted courses. Students should display wide
range of though and have experience transitioning abstract thoughts into concrete thoughts. Students
will favor interaction with peers during learning process and exhibit willingness to learn. Personal
and social concerns may dominate the thoughts of this activity.