Assessment Plan (Table) LEARNING LEARNING OBJECTIVES ASSESSMENTS FORMAT OF ASSESSMENT ADAPTATIONS Goal #1: Students will demonstrate understanding of job markets and the job search process Objective #1a: Working with a partner or group, students will research and accurately present three pieces of information relating to a specific career or field of employment Objective #1b: Working with a partner or group, students will research and correctly identify three pieces of information from a jobs posting website Objective #1c: Pre-Assessment: “The Great Job Search” worksheet Formative Assessment(s): “The Great Job Website Hunt” game/activity “The Great Job Scavenger Hunt” game/activity “The Job Match-up” game/activity (worksheet/graphic organizer) and pencil (Formative Assessment). Students will be able to utilize computers, tablets, iPads, and/or androids with Internet connection for all activities associated with Goal #1. Paper (index cards and/or graphic organizer) and pencil/markers (Formative Assessment) (graphic organizer) and pencil/markers (Formative Assessment) Construction paper/small poster board and pencil/markers for project (Formative Assessment) Teacher will use Promethean board to introduce students to website (www.snagajob.com); will assist some students with completion of worksheet. Answers can be provided in writing or verbally. Assistive technology will be employed as needed. Teacher will use Promethean to model step(s) or task(s) associated with each activity. Teacher will also work one-on-one with students who have difficulty working with others. Answers can be provided in writing or verbally. Additional time will be provided to students who need it. Assistive technology will be employed as needed.
Working with a partner or group, students will complete a graphic organizer and poster board comparing / contrasting two advertised job qualifications with their own personal qualifications Post-Assessment: “The Astounding, Amazing Great Job Presentation” Groups will assemble project to be presented verbally by a group member. Poster board, printer paper (for photos/images), markers/pencils, and glue for project (Summative Assessment). Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed. Goal #2: Students will demonstrate understanding of the job application process, both written and online Objective #2a: Students will be able to correctly write their full name and address with no errors Objective #2b: Students will be able to complete a simulated job application with 80% accuracy Objective #2c: Students will be able to complete a cover letter template to accompany a job application with 80% accuracy Pre-Assessment: Sample “High School Student Employee Job Application” Formative Assessment(s): Self-addressed envelope exercise and/or computer job application completion activity Paper and/or computer cover letter completion activity and pencil (Formative Assessment). Students will be able to utilize computers, tablets, and/or iPads, for activities associated with Objectives #2b and #2c. Envelope and pencil (Formative Assessment) Sample job application template and pencil or fillable computer form (Formative Assessment). letter (paper) and pencil or fillable computer form (Formative Assessment) Teacher will assist some students with completion of sample job application. Answers can be provided in writing or verbally. Teacher then will use Promethean board to review sample job application with class. Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed.
Post-Assessment: Complete and mail sample job application and cover letter in self-addressed envelope Paper, envelope, and pen/pencil (Summative Assessment) Teacher will use Promethean board to model step(s) or task(s) associated with project. Teacher will also work with students who have difficulty working with others. Additional time will be provided to students who need it. Assistive technology will be employed as needed. Goal #3: Students will demonstrate understanding of the job interview process Objective #3a: Students will formulate and recite two personal strengths and/or achievements for a mock job interview Objective #3b: Students will correctly identify three best practices (e.g., eye contact, speaking slowly and clearly, behaving politely) needed for job interviews Pre-Assessment: Self-inventory exercise/ Worksheet Formative Assessment(s): Personal strengths inventory Personal weaknesses inventory (and action plan) Interviewee best practices discussion/game Paper (graphic organizer) and pencil (Formative Assessment) Paper (graphic organizer) and pencil (Formative Assessment) Paper (graphic organizer) and pencil (Formative Assessment) Discussion questions and flipchart using Promethean board (Formative Assessment) Teacher will assist some students with completion of self-inventory. Answers can be provided in writing or verbally. Teacher then will use Promethean board to review self-inventory exercise with class. Teacher will distribute graphic organizer for each activity with menu of options students can use as prompts. Teacher also will use the Promethean board to review various options with the class. Teacher will work one-on-one with students who need extra assistance. Answers can be provided in writing or verbally. Additional time will be provided to students who require it. Assistive technology will be
Objective #3c: Students will demonstrate the ability to provide a relevant response to two interview questions Post-Assessment: Two-question mock interview with individual students One-on-one mock interview (Summative Assessment) employed as needed. Teacher will work with students who need assistance. Answers can be provided verbally (or in writing if student is speech-impaired). Additional time will be provided to students who require it. Assistive technology will be employed as needed.
address. (G2: O2a, O2b) a prompt (G2: O2a, O2b) --Class discussion: How can a student use the Internet to find a job? What reliable websites are available and how does a student locate them and safely use them? (G1: O1a, O1b, and O1c) [At every opportunity, teacher will instruct students NOT to submit any information over the Internet without the approval and the assistance of a parent or guardian.] --Using the Promethean board, the teacher will model how to locate and navigate reliable jobs websites for teenagers (G1: O1a, O1b, and O1c) the whiteboard. Working with a partner or in small groups, students will use desktop computers, tablets, iPads, or iPhones/android phones that are Internet-enabled to locate the information needed to complete the worksheets/graphic organizers. (G1: O1a, O1b, and O1c) --If time permits, the teacher will lead a discussion; students can report on the results of their searches. (G1: O1a, O1b, and O1c) --Pre-assessment: The teacher will distribute a sample paper job application to each student. To protect privacy of individual information, each student will complete the application independently. (G2: O2a and O2b) Students are to complete the organizer independently. Purpose of this activity is to help the students become more comfortable thinking/talking about themselves. (G1: O1c; also G3: O3a, O3b, and O3c) --Using the Promethean board, the teacher will show students a copy of the graphic organizer, “How Would You Describe Yourself.” The teacher will have the members of the class discuss some of their answers. (G1: O1c; also G3: O3a, O3b, and O3c) --Pre-assessment: If time permits, the previous two steps will be repeated with the 2nd graphic organizer, “Are We All Different?” (G1: O1c; also G3: O3a, O3b, and O3c)
The teacher will also model how to complete the online application. (G2: O2a and O2b) --Students will be assigned a partner or divided into small groups. The teacher will distribute a worksheet with fictitious personal information to each group. Each group will also be provided a link to a simulated online job application. Students will use desktop computers, tablets, iPads, or iPhones/androids that are Internet-enabled to complete the online job application simulation. (G1: O1a, O1b, and O1c) -- Students will be assigned a partner or divided into small groups. The teacher will distribute the graphic organizer/worksheet, “The Great Job The teacher will also distribute the other materials the students will need for this activity. Using the Promethean board, the teacher will model how the graphic organizers and project are to be completed. (G1: O1a, O1b, and O1c) --Post-Assessment: While the groups are working on their projects, the teacher will take students aside one by one to do short mock interviews. (G1: O1c; also G3: O3a, O3b, and O3c) employer. The fictitious employer’s information will be provided on the simulated job application. (G2: O2a, O2b, and O2c) --Post-Assessment: the students are working on the exercise, the teacher will take students aside one by one to complete any remaining mock interviews. (G1: O1c; also G3: O3a, O3b, and O3c) action plans. (G3: O3a and O3c)