Recommended
More Related Content
What's hot
What's hot (17)
Viewers also liked
Similar to NAF Student Certification Assessment System: How It Supports Work-Based Learning
Similar to NAF Student Certification Assessment System: How It Supports Work-Based Learning (20)
More from NAFCareerAcads
More from NAFCareerAcads (20)
Recently uploaded
Recently uploaded (20)
NAF Student Certification Assessment System: How It Supports Work-Based Learning
- 2. The NAF Student Certification Assessment System (SCAS) Why Should I Do This and How Will NAF Support Me? …with a special focus on the components that strengthen and assess work-based learning.
- 3. #nafnext Why Should I Do This?
- 7. #nafnext Earning the NAF Student Certificate In 4 NAF Courses: Project Assessment End of Course Exam Internship Assessment Graduation Requirements
- 8. #nafnext Why the SCAS? Helps Set Clear Targets for Learning That Matters Helps Students Improve Learning That Matters Helps You Evaluate Student Learning That Matters Helps NAF Improve Programs and Services Helps Schools Demonstrate Effectiveness and Fund Programs Enhances Students’ College and Career Opportunities Through Postsecondary and Employer Recognition of Achievements
- 9. #nafnext Strengthening and Assessing Work-Based Learning
- 10. #nafnext
- 11. #nafnext Work-Based Learning Assessed Through Internship
- 12. #nafnext Work-Based Learning Assessed Through Internship
- 13. #nafnext Work-Based Learning Assessed Through Internship
- 14. #nafnext Work-Based Learning Assessed Through Internship
- 15. #nafnext Work-Based Learning Assessed Through Internship
- 16. #nafnext Strengthening Work-Based Learning Through Internship AssessmentGuide to the NAF Supervisor Assessment of College and Career Readiness (SACCR)
- 17. #nafnext Strengthening and Assessing Work-Based Learning
- 18. #nafnext #NAFNext Culminating Project Assessment Self -Assessment Teamwork and Collaboration Communication, Critical Thinking and Problem Solving, Research Skills Reading and Writing, Quantitative Reasoning. Application of disciplinary knowledge Application of Career and Technical Knowledge
- 19. #nafnext Strengthening and Assessing Work - Based Learning Through Culminating Project Assessments o All NAF-developed courses have culminating projects o All culminating projects share these features: Driving question that sets up opportunity for interaction with industry and community professionals Planning and Implementation Stage Products and a Final Product
- 20. #nafnext Culminating Project Driving Questions “How can we educate our families and fellow students about issues critical to a person’s financial literacy?” “How can we best design an all-inclusive vacation package that is attractive to high school students?” “How do we best design a ‘dream’ computer system that meets a specific purpose and stays within budget?” “How can we as a team of consultants best inform patients with a particular disease about the professionals who will contribute to their care?"
- 21. #nafnext • Research • Rough Drafts of Display Board, Brochure, and Talking Points • Business Proposal • Special Meal Plan, Itinerary, Promotion Plan, Brochure • Project Planner Report • Component Price List and Presentation Reference Sheet • Informational Profile of a Disease • Compiled Interview Notes and Professional Profile Sheets Culminating Project Planning and Implementation Products
- 22. #nafnext • Display Board, Brochure, and Talking Points • Vacation Package and Vacation Package Presentation • Dream Computer PowerPoint Presentation • Health Professionals Pamphlet and Pitch Culminating Project Final Products
- 23. #nafnext Culminating Project Work Sample and Related Learning Objectives Health Careers Example Work Sample Learning Objective Informational Profile of a Disease (Lesson 5, Step 5, Student Resource 5.3) 2.4.3: Identify major public health issues
- 24. #nafnext 1. What ideas, concepts, and skills from the specific learning objectives did you apply while developing this work? 2. How does the work sample you selected demonstrate your understanding and application of the ideas, concepts, and skills from the specific learning objectives you mentioned above? 3. Describe the quality of your work sample in relationship to the specific learning objectives. 4. Describe what you could improve about your work sample. 5. Describe how you contributed to the development of the selected work sample. Culminating Project Reflection Questions
- 25. #nafnext • Demonstrates understanding of the major ideas, concepts, and skills covered in the targeted learning objectives. • Demonstrates ability to apply the knowledge and skills covered in the targeted learning objectives. • Demonstrates ability to reflect on the quality of his/her work in relationship to the targeted learning objectives, providing examples of strengths and limitations of work samples and the final product.. • Demonstrates contribution in the group through all stages (i.e., work samples and the final product). Culminating Project Assessment Rubric
- 26. #nafnext Strengthening Work - Based Learning Through Culminating Project Assessments: When students know expectations Then they rise to the challenge!
- 27. #nafnext Strengthening Work - Based Learning Through Culminating Project Assessments: When Students are informed at the very beginning of the project that the project is part of the certification assessment, and that to be successful, they must complete each step, upload work samples and answer reflection questions, and they are given the reflection questions and certification assessment rubric, Specifically, that means …
- 28. #nafnext Strengthening Work - Based Learning Through Culminating Project Assessments: ThenStudents will see and understand the big picture of each culminating project as a stepping stone and an opportunity to hone the skills that they will need to be successful in pursuing postsecondary certificates and degrees, and in pursuing a career. Specifically, that means …
- 29. #nafnext How Will NAF Support ME?
- 30. #nafnext Making the SCAS easy to use
- 31. #nafnext Making the SCAS easy to use Easier to find, at naf.org/scas
- 32. #nafnext Making the SCAS easy to use Single Sign On, On The Way
- 33. #nafnext Making the SCAS easy to use Other ease of use improvements in the works: • Pre-populating student accounts • Check-off method for enrolling students in classes
- 34. #nafnext Support materials currently available: • Course-specific Admin Guides • Scoring Guides • Online Help • Slide Decks • Concise Guides
- 35. #nafnext Training and support in the works: • Frequently Asked Questions • Short videos demonstrating how to perform each step online • Regularly scheduled webinars
- 36. #nafnext o Training for district level leadership and staff, principals, and other site-level leadership and staff with need to know but who do not touch the SCAS directly o Training for advisory boards on SCAS with particular emphasis on the work-based learning components (projects and internship) that are opportunities for advisory board engagement. o Training for teachers in how to incorporate SCAS requirements into lesson plans to ensure students perform well on Culminating project assessment and End of course exam Training
- 37. #nafnext o Training for NAF Field Services staff to provide front-line support for first-time users, and troubleshooting assistance. o Training for school site IT support in conducting System Checks and preferred methods for accessing Secure Browser o ITS Technical Support available Monday through Friday from 8:00am to 5:00pm EST. If you are in need of immediate assistance please call us at 1-800-514-8494. You can also email support through the 'Support' button at the top of the system interface or send an email directly to NAFsupport@testsys.com. MoreSupport
- 38. #nafnext Now let’s hear from early adopters … And your questions?
- 39. #nafnext Michael J. Strait, Ph.D. Director Student Certification & Assessment National Academy Foundation mstrait@naf.org 415.692.1569 Mike Henson Director District Engagement National Academy Foundation mhenson@naf.org 559.719.0771
Editor's Notes
- The central purpose of the NAF student certification assessment system is to certify graduates of NAF academy programs as college and career ready.NAF defines college and career readiness as including:Core Academics include academic content knowledge (e.g. English, mathematics, science, history, arts) and post-secondary context knowledge (admissions requirements, affording college, and different college types)Career Knowledge includes career content knowledge (e.g. knowledge specific to the profession) and career context knowledge (e.g., pathway requirements and qualifications)Foundational Skills include Critical and systemic thinking and problem solving, Information literacy, Creativity and Innovation, Organizational/technology skills, Time management, Flexibility and adaptability, Communication (oral and written, listening and observation)Interpersonal Skills include Collaboration and teamwork, Ethical behavior, Ability to work with diverse individuals Self-Management includes Awareness of one’s own abilities and performance, Self-directed; takes initiative; resourcefulness
- TheSCAS is intended to complement the PARCC/SBAC assessments to form a much more robust measure of college and career readiness.
- The SCAS measures college and career readiness using multiple course-based assessments and an internship assessment. The course-based assessment components include end of course exams and culminating project assessments. The culminating project assessment and internship assessment are rubric-based performance assessments the measure application of academic and career knowledge and the cognitive and non-cognitive competencies needed to succeed in both college and career. The internship assessment, and the course-embedded culminating project assessments in many cases, double as work-based learning assessments.
- Earning the NAF student certificate requires the successful completion of the SCAS end of course exams and culminating project assessments for certification in four NAF semester-length courses, or approved alternatives,and successful completion of an internship or other qualifying culminating work-based learning experience, and meeting local high school graduation requirements. Due to local course configuration differences and specific joint certification pathways with industry groups, this may look different in different states.
- By “Learning That Matters” I mean precisely the learning outcomes NAF identifies as dimensions of College and Career Readiness just detailed.First 3 are immediate benefits. Second 3 are benefits that only come with wide use and analysis of results
- The internship assessment and the course-embedded culminating project assessment strengthen and assess work-based learning (WBL) if WBL is understood to mean learning experiences that involve interaction with industry or community professionals.
- Internship is the Culminating Work-Based Learning Experience in a NAF Program. The Internship Assessment that is part of the SCAS is the summative assessment of the student’s performance in the internship for purposes of NAF certification. It is the formal evaluation by work-site supervisor, and can and should be the basis for strengthening not just the quality of the internship as a culminating work-based learning experience, but the quality of work-based learning experiences leading up to internship. The internship assessment sets a clear target for learning that matters: the foundational, interpersonal, and self-management skills and dispositions that contribute to college and career success in every field of study and career path.
- Foundational skills assessed in the internship. Note that 3 of the seven skills assessed separately here are often represented together simply as communication skills (listening and observation, oral communication, and written communication). While that makes sense when trying to shorten a list of outcomes for purposes of communication, the input we received from industry representatives in our assessment development process was that these three distinctly different communication skills should be separately addressed in a performance assessment.
- Applied Workplace skills assessed in the internship. Some of the skills grouped here are listed in our CCR definition document as foundational skills, and others form the core of what that document identifies as interpersonal skills. Again, these differences in grouping are largely a result of differences in the purposes of the lists: one to communicate to a broad audience, the other to assess performance in actual work situations.
- Self-Management assessed in the internship. The list of self-management skills is much more detailed for purposes of assessment than it is in the CCR definition document. Every item in the assessment form is there because an argument was made during assessment development for keeping it separate. We suspect that with analysis of a sufficiently large number of results, we will be able to make an argument based on empirical evidence for reducing the number of items here by consolidating some of the more highly correlated ones.
- Contextual knowledge of career requirements and the workplace are also assessed in the internship. Part II of the internship assessment includes only four items. The first two could be considered a check on the career content and contextual knowledge that is more specifically and thoroughly assessed through course-based project assessments and end of course exams. The third and fourth are important learnings that can really only be assessed in the context of a real work experience like the internship. In a shorter list, for communication purposes, the fourth item might be considered covered by interpersonal skills as assessed in the applied workplace skills category. But here the focus is on interaction between and within workplace defined roles.
- Foundational skills assessed in the internship. Part III of the internship assessment is important for information gathering that will help NAF and the academies better understand what position-specific skills employers are expecting for program improvement purposes; but by definition, these are skills that are not necessarily needed across all career paths, so they are not counted in the internship assessment for CCR certification purposes.
- Your internship coordinator will have electronic copies of all of these documents. So the above slides and these documents detail what is being assessed in the internship assessment. The extent to which these “clear targets” help strengthen work-based learning depends on the extent to which work-based learning experiences designed and implemented as part of a program of study are made to align with these outcomes assessed in the internship. [Give Guidelines documents as handout.]
- The internship assessment and the course-embedded culminating project assessment strengthen and assess work-based learning (WBL) if WBL is understood to mean learning experiences that involve interaction with industry or community professionals.
- The culminating project assessmentmeasures a variety of college and career readiness knowledge and skills.
- Key features of a culminating project: career related interaction with professionals and work samples that can be evaluated against a common rubric
- Examples of Driving Questions from four NAF courses.
- Planning and Implementation products that can be uploaded to the SCAS by students
- Final Products to be uploaded to the SCAS by students
- Example of an Implementation Stage Product and a related Learning Objective from the Health Careers Culminating Project
- When Students are informed at the very beginning of the project that the project is part of the certification assessment, and that to be successful, they must complete each step, upload work samples and answer reflection questions, and they are given the reflection questions and certification assessment rubric, Then Students will see and understand the big picture of each culminating project as a stepping stone and an opportunity to hone the skills that they will need to be successful in pursuing postsecondary certificates and degrees, and in pursuing a career. they rise to the challenge!
- When Students are informed at the very beginning of the project that the project is part of the certification assessment, and that to be successful, they must complete each step, upload work samples and answer reflection questions, and they are given the reflection questions and certification assessment rubric, Then Students will see and understand the big picture of each culminating project as a stepping stone and an opportunity to hone the skills that they will need to be successful in pursuing postsecondary certificates and degrees, and in pursuing a career. they rise to the challenge!
- When Students are informed at the very beginning of the project that the project is part of the certification assessment, and that to be successful, they must complete each step, upload work samples and answer reflection questions, and they are given the reflection questions and certification assessment rubric, Then Students will see and understand the big picture of each culminating project as a stepping stone and an opportunity to hone the skills that they will need to be successful in pursuing postsecondary certificates and degrees, and in pursuing a career. they rise to the challenge!
- But for now, email address and self-selected password. You can make
- But for now, email address and self-selected password. You can make
- But for now, email address and self-selected password. You can make
- But for now, email address and self-selected password. You can make