Assessment tools in career and technology studies (CTS) : revised checklists and rating scale for the information processing strand
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Date
1996
Authors
Macleod, Kevin John
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996
Abstract
This research project is a validation study of assessment methods currently
used within a new curricular initiative in Alberta. The Career and Technology
Studies (CTS) curriculum was developed by Alberta Education to replace the
Practical Arts program and is presently being implemented in secondary schools
throughout the province. Although some schools have recently adopted parts of the
program on an optional basis, the CTS curriculum will be fully implemented in the
Fall of 1997. During the elective implementation period for CTS, Alberta Education
has been developing and validating curricular content as well as assessment methods
for this cross-discipline, levels-organized, competency-based, and student-centered
program. Assessment panels have been charged with the tasks of designing and
validating assessment tools.
Curricular content of courses within the subject areas of business education,
home economics, industrial education, and vocational education are now represented
within the structure the of CTS curriculum. The CTS content is organized into 22
strands ranging from Agriculture to Wildlife and spanning Forestry to Information
Processing. The content in each strand is packaged into learning modules ranging
between 8 to 49 modules with a total of over 600 modules in CTS. Teachers, with
student input, select modules of study to be completed within an average 25-hour
time frame. Modules are organized according to three levels of mastery, denoted as
introductory, intermediate, and advanced. Curriculum Standards documents outline
competencies for students to demonstrate in each module at each of the three levels.
The CTS curriculum documents recommend that teachers use various
assessment methods to evaluate students' progress through the modules. These
assessment tools were designed to promote uniformity among teachers when
measuring student performance and include rating scales and checklists.
The current research project analyzes and presents revised versions of Alberta
Education's proposed competency level rating scale and checklists at the introductory
and intermediate levels of the spreadsheet and database modules in the Information
Processing strand. The revised instruments will be submitted to Alberta Education
for consideration by an assessment panel involved in an on-going validation process.
Description
vi, 47 l. : ill. ; 29 cm.
Keywords
Education, Secondary -- Alberta -- Curricula , Curriculum planning -- Alberta , Curriculum change -- Alberta , Career education -- Alberta