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Assessment tools in career and technology studies (CTS) : revised checklists and rating scale for the information processing strand

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dc.contributor.advisor Fisher, Mel
dc.contributor.author Macleod, Kevin John
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-22T21:36:27Z
dc.date.available 2010-03-22T21:36:27Z
dc.date.issued 1996
dc.identifier.uri http://hdl.handle.net/10133/977
dc.description vi, 47 l. : ill. ; 29 cm. en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Education, Secondary -- Alberta -- Curricula en
dc.subject Curriculum planning -- Alberta en
dc.subject Curriculum change -- Alberta en
dc.subject Career education -- Alberta en
dc.title Assessment tools in career and technology studies (CTS) : revised checklists and rating scale for the information processing strand en
dc.type Thesis en
dc.publisher.faculty Education en

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