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Assessment Chapter, May Be Adapted to This Activity Table of Contents Introduction .......................................................................................................................................3 Acknowledgments ..............................................................................................................................4 Introduction to Quality Classroom Assessment ...................................................................................5 Assessment Models for Business Education Essential Learnings .......................................................21 12.14.0 Accounting Principles ................................................................................................22 8.1.0 Business Computations .............................................................................................29 8.7.0 Finance......................................................................................................................31 12.7.0 Finance......................................................................................................................34 8.2.0 Career Awareness and Exploration.............................................................................37 12.3.0 Career Preparation and Job Acquisition ......................................................................37 8.4.0 Communications ........................................................................................................40 12.4.0 Communications ........................................................................................................40 12.12.0 Telecommunications...................................................................................................51 8.8.0 Keyboarding ..............................................................................................................53 8.9.0 Technology Exploration and Applications...................................................................63 12.10.0 Technology Operations...............................................................................................71 12.11.0 Technology Issues and Concerns ................................................................................86 12.13.0 Systems and Implementation ......................................................................................93 12.15.0 Business and Consumer Law......................................................................................98 8.16.0 Entrepreneurship......................................................................................................100 12.16.0 Entrepreneurship......................................................................................................102 12.17.0 International Business ..............................................................................................107 12.18.0 Management ............................................................................................................109 12.19.0 Marketing ................................................................................................................111 8.4.0 Consumer Economics...............................................................................................114 12.5.0 Economics ...............................................................................................................125 Resources and References ..............................................................................................................131 The Purpose of Testing ............................................................................................................133 Assessment Worksheet.............................................................................................................137 Rubric Design Template...........................................................................................................138 Sample Rubric Point Distribution Charts..................................................................................139 Competency Profile for Keyboarding/Word Processing.............................................................140 NEBRASKA BUSINESS EDUCATION 2 JUNE 2000 ASSESSMENT Introduction In 1998, the Nebraska State Board of Education approved standards in four core areas. Those standards were published and distributed in a document called Nebraska L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards). That document started the conversation in Nebraska about standards and what students should know and be able to do. Published in 2000, the Links to L.E.A.R.N.S. complements Nebraska L.E.A.R.N.S. and expands the conversation by showing how teachers throughout a school support and teach to the standards. Standards in only reading, writing, math, science, and social studies/history are not enough to provide a full educational experience for our youth. We must also consider the Essential Learnings in areas not addressed by the standards. As with the standards, Essential Learnings are the most enduring concepts, ideas, and information in each subject or discipline. The Business Education Essential Learnings were crosswalked or correlated to the academic standards in 1999. The Crosswalking Standards chapter of the Nebraska Business Education Framework has assisted teachers across the state as local school districts have aligned curriculum and developed assessment plans. The STARS (School-based Teacher-led Assessment and Reporting System) Planning Guide and STARS Assessment Toolkit were made available to administrators and were designed to assist teachers in implementing and assessing student performance where it matters most—in daily instruction in the classroom. Pages 4–14 of this chapter reflect the content found in the Reading/Mathematics section of the STARS Assessment Toolkit. Assessment holds an ever-increasing role of importance in schools. Through assessment we are able to reflect on what we teach and how we teach. The challenge of designing quality assessment for all learners becomes central to curriculum design and school improvement. As Nebraska moves toward assessment of our standards, it is important to recognize that just as a standard can be taught outside the four core areas, it can also be assessed in other classes in various ways. This new chapter features Business Education Assessment Models for the Business Education Essential Learnings (performance standards). A writing team comprised of middle school, secondary, and postsecondary business educators spent two weeks developing assessment models for each of the Business Education Essential Learnings. It is the team’s hope that these exemplary assessment models will serve as a valuable resource for Nebraska’s business education teachers. JUNE 2000 3 NEBRASKA BUSINESS EDUCATION ASSESSMENT Acknowledgments Recognition and appreciation are extended to Pam Trefz, Deb Romanek, John LeFeber, Vickie Scow, and Pat Roschewski, Nebraska Department of Education (NDE), for developing much of the introductory assessment content found in this chapter. Thanks also to Kimberly Schultz, Iowa, who shared her expertise with the writing team and provided exemplary models. Special thanks to University of Nebraska–Lincoln (UN-L) staff and the NDE staff who have developed this new section of the Nebraska K-12 Business Education Framework. NDE gratefully acknowledges the contributions of the following teachers who participated in the development of the Business Education Assessment Models. Project Coordinators Birdie Holder, University of Nebraska-Lincoln Beverly Newton, Nebraska Department of Education Bonnie Sibert, Nebraska Department of Education Support Staff Danielle Lotspeich, Nebraska Department of Education Writing Team Members Lori Anderson Stephanie Loos Omaha Central High School Lefler Middle School, Lincoln Murleen Bellinger Ramona Schoenrock Waverly High School Columbus High School Deanna Christensen Cynthia Schwartz Verdigre High School Gering High School Judy Grotrian Donna Strabala Peru State College Lefler Middle School, Lincoln Kristi Jung Sue Sydow Potter-Dix Public Schools Lyons-Decatur Northeast High School Dennis Krejci Deb Wolken Tri County High School, DeWitt Daniel Freeman High School, Adams Mary Kay Lockman Columbus High School NEBRASKA BUSINESS EDUCATION 4 JUNE 2000 ASSESSMENT JUNE 2000 5 NEBRASKA BUSINESS EDUCATION ASSESSMENT Beliefs about Classroom Assessment We believe that classroom assessment for all students should be: § aligned to instructional goals, § an integral, enriching part of learning and instruction, § student-centered, § reflective of individual needs and cultural influences, § non-threatening and motivating, § on-going to provide ample opportunities for success, § aimed at development of self-assessment skills, and § communicated to a variety of audiences. What Does A “Good” Classroom Assessment Look Like? § Tests appropriate grade level and achievement of standards Curriculum, instruction, and assessment are not separate. Assessment needs to be aligned with learning and teaching. Design/selection of assessment tasks requires clear knowledge of the curriculum objectives. Students should only be assessed on the knowledge and skills their teachers have given them opportunities to learn, and each task should be well within the capabilities of most students. Students must be given the opportunity to learn the content of the assessment prior to being evaluated. § Written at appropriate levels of difficulty and readability The language of assessment must match the language of instruction
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