G E O R G I A D E P A R T M E N T O F E D U C A T I O N
State Superintendent of Schools
G E O R G I A D E P A R T M E N T O F E D U C A T I O NKathy Cox
State Superintendent of Schools
G E O R G I A ’ SG E O R G I A ’ S
Web-basedCulminatingAssessment
Web-basedCulminatingAssessment
© 2002 (revised 2004)
The contents of this publication were developed under a Carl D. Perkins Vocational and Applied
Technology Education Act Grant from the U.S. Department of Education.
Federal law prohibits discrimination on the basis of race, color, or national origin (Title VI of the Civil
Rights Act of 1964); sex (Title IX of the Educational Amendments of 1972 and the Carl D. Perkins
Vocational and Applied Technology Education Act of 1998); or disability (Section 504 of the
Rehabilitation Act of 1973 and The Americans with Disabilities Act of 1990) in education programs or
activities receiving federal financial assistance.
Employees, students and the general public are hereby notified that the Georgia Department of Education
does not discriminate in any educational programs or activities or in employment policies or practices.
The following individuals have been designated as the employees responsible for coordinating the
department’s effort to implement this nondiscriminatory policy:
Perkins Act – James Woodard, Director, Technology/Career Education, (404) 657-8317
Title VI – Holly Green, Legal Services, (404) 656-4689
Title IX – Holly Green, Legal Services, (404) 656- 4689
Section 504 and ADA – Holly Green, Legal Services, (404) 656-4689
Inquiries concerning the application of the Perkins Act, Title VI, Title IX, or section 504 and ADA to the
policies and practices of the department may be addressed to the Georgia Department of Education, Twin
Towers East, Atlanta, Georgia 30334, (404) 656-2800; to the Regional Office for Civil Rights, 61
Forsyth Street, 19T70, Atlanta, Georgia, 30303; or to the Director, Office of Civil Rights, Education
Department, Washington, D.C. 20201.
Web-basedCulminating Assessment
Kathy CoxState Superintendent of Schools
James Woodard, DirectorCareer, Technical, and Agricultural Education Division
Georgia Department of Education
Ronald G. BarkerProgram Specialist, Technology Education
Georgia Department of Education
2 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • W E B - B A S E D A S S E S S M E N T 3
Table of Contents
Introduction and Rationale ........................................................................5
Section I – Guidelines for Instructor-Developed Assessment Materials................................................................7
Selection-Type Items........................................................................7
Multiple Choice Items......................................................................7
True-False Items ..............................................................................7
Matching Items ................................................................................8
Interpretive Exercises ......................................................................8
Supply-Type Items ..........................................................................8
Short-Answer Items..........................................................................8
Restricted-Response Items ..............................................................8
Extended-Response Items ................................................................8
Scoring Essays..................................................................................9
Performance Testing ........................................................................9
Restrictive Performance Outcomes..................................................9
Extended Performance Outcomes ....................................................9
Types of Scoring Methods ............................................................10
Alternative Assessments ................................................................10
Portfolios ........................................................................................10
Why Use Portfolios in Technology Education ..............................11
Components of a Portfolio ............................................................11
Rubrics............................................................................................11
Constructing a Rubric ....................................................................12
Modules and Assessment ..............................................................12
Steps in Preparing a Module ..........................................................12
Guidelines to Putting It All Together ............................................13
Cooperative Learning Projects ......................................................13
Leadership Assessment ..................................................................13
Student Feedback ..........................................................................14
How Long Should Students’ Work Be Kept?................................14
References ......................................................................................14
Section II –Culminating Assessment Exit Examinations ....................................15for Technology Education
Sample Exit Exam for High School ..............................................16
Sample Exit Exam for Middle School ..........................................18
Appendix A – Twelfth Grade Georgia Technology Education................................20Standards and QCCs
Appendix B – Eighth Grade Georgia Technology Education ................................23Standards and QCCs
Appendix C – Assessment Panel Review Results ............................................25
Appendix D – Culminating Assessment Pilot Review........................................29for High School
Appendix E – Culminating Assessment Pilot Review ......................................30for Middle School
Acknowledgements ................................................................................32
4 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • W E B - B A S E D A S S E S S M E N T 5
Introduction and Rationale
Initiatives to increase educational accountability are a
dominant feature of numerous legislative and admin-
istrative activities, both in the state of Georgia as
well as throughout the United States. Recognition of
the importance of quality educational programs and
evidence to distinguish these from less than ideal expe-
riences is almost universal. With the ongoing trend
toward information age industries and increased sig-
nificance of both basic education and lifelong learning
activities, it is essential that evidence be accessible to
verify value added by educational experiences.
Technology education fills a critical role in the
preparation of students for a technological world. All
students should have opportunities to develop techno-
logical literacy and competence with mental processes
needed to cope with twenty-first century life. To this
end, academic standards have been established for
technology education in the state of Georgia and edu-
cational experiences designed to fulfill those standards.
As with any worthwhile endeavor, measures to evaluate
success are needed for technology education in
Georgia. Without appropriate assessment tools, evi-
dence to verify the success of instructional activities
and to guide efforts to improve program effectiveness
are not available. This factor, along with calls for pro-
gram accountability, make it essential that assessment
tools and strategies be developed for use in technology
education as a part of culminating activities.
This document is one of the end products of a project
to develop culminating assessment tools and proce-
dures for technology education experiences in Georgia
schools. Two sections are provided to assist technology
educators with the task of assessment. The first section
is a guide to evaluating achievement and provides
practical guidelines for use of several assessment
strategies.
The second section introduces a project to develop exit
examinations for middle school and high school students
to evaluate learning related to technology education.
These culminating assessment tools reflect the kinds of
knowledge that students who have participated in tech-
nology education should have some mastery of.
The exit examination materials are based on content
described in Georgia’s Academic Standards forTechnology Education. The extent to which a technol-
ogy education program of study will
Web-based
prepare students
for successful completion of the assessment items
will depend in part on the implementation of these
standards.
Culminating Assessment
6 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 7
Evaluation is an ongoing process throughout the edu-
cational experience for students and their teachers.
This helpful guide will include how to write teacher-
made tests, use of alternative assessments, and various
testing suggestions to assist instructor and student in
testing and evaluation of achievement.
This guide will include the following achievement
assessments.
• Placement assessments or pretests, formative,
diagnostic, summative, and performance tests
• Definitions and specific instructions for writing
teacher-made tests
• Choices that will best measure student
achievement
Begin preparation by setting realistic and measurable
goals from objectives or intended outcomes, determin-
ing skill or knowledge to be measured, arranging the
test in a logical sequence, and providing clear, concise
instructions for each section with a possible example
item in the instructions. Selection items allow the stu-
dent to choose an answer from a list, statement, or
matching exercise. Supply-type items usually ask the
student to provide a short answer or to use essay writ-
ing to elicit present knowledge. Let’s begin with selec-
tion items.
Selection-Type ItemsSelection items measure knowledge from simple to
complex. One may use true/false, matching, or multi-
ple choice statements or questions to elicit appropriate
responses. Multiple choice, true/false, and matching
assessments are developed as determined by the con-
tent to measure (Gronlund, 1998).
Multiple Choice Items1. Measure knowledge, comprehension, and applica-
tion of understanding and use.
2. Begin with a question you want answered and
make it into a statement providing various choices
with three to five alternatives, each having some
merit, with only one being the correct answer.
3. State the problem in the stem and have distracters
and the correct answer in the choices.
4. If negative terms are used or you’re asking for an
answer that is an exception capitalize or underline
the negative wording.
1. Example: In architectural drafting, the views thatlook directly at all sides of a structure are calledA. elevations.B. working drawings.C. survey drawings.D. detail drawings
5. Use grammatically correct stems and choices,
specifically when the choices need an “a,” or “an.”
5. Example: A system of two or more computerslinked together by telephone lines is called a (an)A. circuit.B. interface.C. network.D. database.
6. Use distracters that make the student think about
each choice more carefully. Use complex terms,
make the length of the answers comparable or vary
lengths so not to give clues, and eliminate use of
“all of the above” or “none of the above” as a
choice (Gronlund, 1998).
7. Place correct answers in random order throughout
the test.
8. Avoid giving away answers to prior questions or
statements in subsequent items.
9. None of the above guidelines are set in stone, and
they may be changed to personalize or develop the
test for individual students such as when using
problem-solving assessments.
True-False Items1. Eliminate extraneous wording and use of dis-
tracters.
2. Simple is better! Use uncomplicated vocabulary
and concise sentence form.
3. Use of negative statements should be avoided or
use them when they are the best way to elicit the
correct answer.
4. Be sure to give specific statements of opinion and
their source.
Guidelines for Instructor-DevelopedAssessment Materials
8 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
5. Prepare almost as many or close to as many true as
false statements.
5. Example: True or False. Technology only producesdesirable outcomes.
Matching Items1. Keep lists and choices short.
2. Place choices on the right.
3. Have more alternatives than questions (ten ques-
tions and 12 choices).
4. Answers should be in alphabetical or numerical
order.
5. In directions make the statement “responses may
be used once, more than once or not at all.”
6. Matching items should be on one page only.
Interpretive Exercises1. Prepare a paragraph, table, or chart for interpreta-
tion by the student with matching, multiple choice,
or true-false choices that follow the introductory
information.
2. Prepare the introductory information in a new for-
mat but include familiar alternatives for use by the
student as he or she answers the statements.
3. Remember, measure more complex learning out-
comes and avoid giving clues or any part of the
answer in the introductory paragraph.
4. You may use some of the previously listed rules
for construction as long as they do not allow any
inference of the answer.
Supply-Type ItemsShort-answer and essay assessments measure student
achievement by expecting the student to supply the
answer either in one word, in a restricted-response
answer, or in a full essay. The determining factor is
“which learning outcomes are to be measured?” Short
answer items give the instructor greater control over
the response while restricted answer or a full essay
give the student more freedom (Gronlund, 1998).
Short-Answer ItemsThe completion question allows the student to supply a
word or words, lists, numbers, or symbols in a fill-in-
the-blank format. Students must supply the answer
after thinking about the response or computation of the
answer thus using higher-order thinking skills instead
of recall from answers that are supplied for the student.
1. Each statement should be written to elicit one brief
and sure answer.
2. Develop your test item by stating a question about
the content you wish to assess, then changing it to
a fill-in-the-blank statement.
5. Example: What is the name of a person who startsa new business? ________________________ .
5. A person that starts a new business is called a (an)________________________ .
3. Always put the blank to be filled in at the end or
close to the end of the statement and make one
blank that is uniform in size in each test item
regardless of the number of words that should be
used to provide short-answer responses.
4. Be specific about numerical answers such as
rounded off to the nearest tenth of a decimal.
Restricted-Response Items (essay item)Requiring the student to provide an exact statement
places boundaries on this essay item (Gronlund, 1998).
1. Use of words like “list,” “define,” or “give reasons
for” direct the student to give exact answers
expected by the instructor.
2. This response can be limited even more by intro-
ductory information instructions to the student
concerning the introductory paragraph.
3. With these strict boundaries the student is given
little freedom to express ideas or knowledge other
than what is expected.
4. Measuring comprehension, analysis, and applica-
tion are easily elicited through well-written
restricted response items.
1. Example: List the six common mechanisms (simpletools).
Extended-Response Items (essay items)It is the student’s freedom to respond that makes this
not only a test to measure organization and presenta-
tion of writing and expression skills but also the stu-
dent’s ability to integrate learned content into a freely
expressed essay. Scoring essay tests must also follow
criteria established before the student begins the exam
(Gronlund, 1998).
1. When using essay items one should be attempting
to measure complex learning outcomes such as
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 9
“giving reasons for” or “explaining relationships”
of specific outcomes.
2. Questions must elicit the intent for which they are
formed perhaps by stating how you intend to eval-
uate the response.
1. Example: Responses will be graded according tothe comprehensiveness of your response and thesupporting statements from content of Unit Two.
3. Ask the student to provide exactly what you wish
to find in the answer such as lists, answers to who,
what, where, why, or by comparing and contrast-
ing (p. 104).
4. Have each student answer the same essay
question(s).
5. Provide adequate time to allow students to think
and write.
6. Be sure to include limitations in length such as
words or pages expected upon completion of the
exam.
1. Example: In the space provided, list and definethe four types of communication systems as studiedin our text.
Scoring EssaysSince essays are very subjective in content except in
the case of restricted-response items, grading an essay
can be very biased and seemingly unfair. Therefore,
criteria for writing the essay should be established
prior to the exam (Gronlund, 1998).
1. Use evaluation that is specifically prepared to
measure the expected learning outcome.
2. For restricted-response essays, use of a point
method is best for fairness and objectivity by using
a key prepared ahead of time that delineates exactly
which learning outcomes should be evident in the
essay.
3. Use of rubrics for an essay test is most helpful if
the student has the rubric to do self-assessing as he
or she answers the essay question.
4. Scoring may be less biased if personal identifica-
tion numbers instead of students’ names are placed
on the essay.
5. Teachers should not assign scores after one read-
ing but should read each essay a second time
before assigning a grade. Also if there’s more than
one essay question, read all of the same questions
before going to the second or third one for scoring.
6. Having a second person score also helps with less-
biased scoring.
Performance TestingPerformance testing is used in criterion-referenced
measurement to assess how well students can perform
a given task. This testing method evaluates compe-
tence and confidence in carrying out a task to meet an
objective. One may use performance assessments to
measure three educational objectives at once. These
objectives include measuring (1) problem solving abil-
ities, (2) communication skills, and (3) psychomotor
aptitude. These skills cannot be measured thoroughly
with objective or essay tests. Students must have a
hands-on activity or oral component of assessment to
be tested, thus qualifying testing measures as perform-
ance in nature. Use such words in writing objectives
as “identify,” “construct,” “demonstrate,” “write,”
“select,” “locate,” “design,” “present,” and “defend”
(Gronlund, 1998).
Restricted Performance Outcomes1. This type of evaluation should be used when tradi-
tional methods are not sufficient to measure
performance of a task.
2. Keep procedural steps simple, including only the
most essential steps needed to accomplish the task
accurately and within preset guidelines.
3. This type of outcome does not usually end in a
product but rather in the completion of a proce-
dure.
Extended Performance Outcomes1. Use this method of evaluation when you want to
measure “problem-solving abilities, communica-
tion skills, and psychomotor skills that result in a
product” (Gronlund, 1998, p. 137).
2. Extended performance objectives are flexible and
less linear yet lead to the desired outcome upon
completion of the task being measured.
Performance tests are not limited in what they can
measure but in how they measure the outcomes. The
degree of simulation of “real-world” situations has a
bearing on how well a performance test measures the
degree of competence likely to transfer to a potential
job setting. The more realistic a test is, the more accu-
10 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
rate results can be expected to be with regard to pre-
dicting on-the-job performance.
When selecting a type of performance test, one may
choose to use any or all of the following evaluations
(Gronlund, 1998).
• Paper-and-pencil performance.
• Identification tests.
• Structured performance tests.
• Simulated performance.
• Work sample.
• Extended research project.
Types of Scoring MethodsWhen selecting methods for grading or scoring, the
outcome to be measured usually indicates the kind of
scoring method one may use. Performance observa-
tion and anecdotal records using checklists or narra-
tives of a student’s abilities are easy but can be less
objective. Checklists are straightforward and leave lit-
tle margin for dispute. Either the task was performed
or it wasn’t. Rating scales, though very linear, can be
descriptive enough to assess the task more completely
and also may incorporate a comments section to clari-
fy responses. Scoring rubrics that include self-evalua-
tion as well as teacher evaluation allow students to
work toward the desired outcome prior to being grad-
ed on his or her performance by the instructor
(Gronlund, 1998). The students know exactly what is
required of them prior to working on the assignment or
evaluation. (See section on Rubrics.)
Alternative AssessmentsIn technology education, a student’s performance is
essential to his or her attaining competence.
Alternative assessments elicit a response to a problem
and not a response from a list of possible memorized
solutions. It allows assessment of what students can
do, what they know, and how well they know it. Self-
assessment is significant to a student’s taking respon-
sibility for his or her learning and is a critical part of
alternative assessment. Alternative assessments use
various forms of evaluation that include written, oral,
and performance outcomes (NCREL, n/d).
Criteria to use in preparing alternative assessments
include the following guidelines designed by North
Central Regional Educational Laboratory.
• Consequences. Does the assessment have a posi-
tive impact on educational outcome?
• Fairness. Do performance ratings reflect the
examinee’s true capabilities rather than percep-
tions and biases of the person evaluating the per-
formance?
• Transferability and generalizability. Does per-
formance on the specific tasks in the alternative
assessment generalize to the broader domain of
achievement from which the tasks are sampled?
• Cognitive complexity. Does the task require
problem solving, critical thinking, comprehension,
reasoning, metacognitive processes, or can the stu-
dent perform well simply by memorizing a process
without understanding the underlying concept?
• Content quality. Is the content consistent with
the best current understanding of the field and at
the same time reflect what are judged to be aspects
of quality that will stand the test of time?
• Content coverage. Does the assessment ade-
quately sample the breadth of possible important
content?
• Meaningfulness. Does the assessment give stu-
dents the opportunity to deal with meaningful
problems that provide worthwhile educational
experiences?
• Cost and Efficiency. Is the cost reasonable and
are data collection designs and scoring procedures
efficient?
• Above content taken from NCREL article“Technical Quality of Alternative Assessment.”
In making a decision to use alternative assessments,
these questions will help determine if such a method
will provide the best learning experience for one’s stu-
dents. If making a decision about where to start or
which curricula to assess using alternative methods,
begin with presentations or activities that include
hands-on skills, written performance, and cognitive
abilities that can be identified in the end result of
assessing alternatively.
PortfoliosEvaluation through use of portfolio assessment can be
as broad or as purposeful as a teacher wishes. Portfolio
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 11
assessment might include a collection of a student’s
work that shows progress in skills developed. It can
include tests taken, essays and reflections, communi-
cation between the teacher, student, and student peers,
projection, and reports—the list is endless! Knowing
what to ask for in a portfolio is delineated by what a
teacher wants to assess. Setting standards and criteria,
using rubrics, and providing written explanations of
the contents of a portfolio allow the student to begin
with knowledge of what is expected and what the final
outcome should include. Portfolios are a good method
of summative evaluation (Gronlund, 1998, p. 158).
Focus should be placed on performance skills and self-
assessment skills and preparing the format of the final
portfolio product.
Why Use Portfolios in Technology Education?1. Teacher and student can see student’s progress.
2. Positive learning experience becomes focus stu-
dent can see, and improvements show evidence of
accomplishing tasks.
3. Using own work to compare progress motivates
student to improve self-effort and not in competi-
tion with peers.
4. Focusing on criteria through self-assessment and
choosing best work improve student’s efforts to
achieve goals in technology education.
5. Students can work at their individual level while
still achieving the same goals.
6. Portfolios communicate individual style of learn-
ing while showing student progress to parents,
teachers, and others. (May use portfolio when
applying for a job.)
According to Gronlund, portfolios have strengths and
weaknesses. A comparison of this list suggests that
strengths outweigh weaknesses.
Strengths:1. Portfolios evaluate complex learning outcomes not
measured by paper and pencil tests.
2. Portfolios measure types of reasoning, oral, and
physical skills in a more concise and competitive
manner.
3. The process makes learning more applicable to
student, personally meaningful, and clearer, with
direct goals delineated specifically in a rubric.
4. Learning at a more personal, goal-directed level is
transferable outside the classroom and into the
work environment.
Weaknesses:1. Portfolios can be simple, but complexity may
make the tasks time-consuming and tedious for
scoring.
2. Without use of rubrics, scoring can be subjective
and biased, resulting in low reliability.
Components of a Portfolio• Creative cover.
• Introduction and reflective thoughts on purpose or
intent of portfolio.
• Content page.
• Rubrics for each specific assignment.
• Assignments, group projects, examples of a stu-
dent’s best work.
If you have never used a portfolio as an assessment
tool, begin with smaller, more focused portfolios and
expand to long-term activities such as collection of an
entire semester or year’s work.
Rubrics A rubric is a tool used to score a student’s performance
on preset objectives determined by the desired out-
come. These guidelines delineate exactly what is
expected from the student and allow him or her free-
dom to work toward a level that is attainable, based on
his or her individual ability, yet is distinct enough to
measure competence and skill needed to attain mastery.
The following are some general guidelines for involv-
ing students in constructing and using rubrics offered
by Heidi Goodrich (1997):
1. Begin by looking at models. Show students exam-
ples of rubrics and their content.
2. List the critical criteria for the performance.
3. Describe the best and worst levels of quality, then
fill in the middle based on knowledge of common
problems associated with the performance.
4. Engage students in using the rubrics created to
evaluate their own work prior to turning in assign-
ments.
12 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
5. Give students assignment or portfolio content to be
assessed and allow them to self-evaluate.
6. Give students time to revise their work based on
the feedback from the rubric.
Constructing a Rubric• Identify intended outcome.
• Divide tasks into steps needed to reach the desired
outcome.
• Incorporate self-assessment for students as part of
the final grade.
• Describe performance standards to be attained.
• Allow for individuality in creating portfolio.
• See example of a rubric at bottom of page
Modules and AssessmentModules allow students the chance to “interact with
technology on a human scale, to understand and use
technology responsibly, and to understand the impact
of technology on the environment and society”
(Towler & Connor, n/d).
Steps in Preparing a Module Modules are prepared with a very distinct short-term
goal. Teacher objectives should guide one in writing
student objectives, both procedural and terminal.
When the terminal objective is determined, use these
steps for writing.
1. Make prerequisites clear to students and stress the
importance of mastering certain skills before con-
tinuing.
2. Place an outline at the beginning of the module
with timeline and completion dates listed.
3. After determining the content to be learned, begin
writing student objectives using the “Student will
...” format:
5. Example: Students will demonstrate web pagebuilding skills by use of Netscape Composer tocreate a first page.
4. Each objective should have clear, concise instruc-
tions so that students will accomplish the goals of
the module.
5. Prepare the test for the module ahead of time to
ensure objectives will be met and students will
have learned the intended outcomes.
6. Depending on the length of modules and their con-
tent, list content, concepts, and skills to be cov-
ered.
7. Place information sequentially so that it makes
sense to the student.
8. Plan projects, videos, computer activities, vocabu-
lary words, references, and other resources to be
used throughout the module.
9. Depending on the length of each module, write
content in daily lessons to correspond with topics
to be learned.
• Facts.
• Labeling and diagramming.
• Concepts and rules.
• Procedures.
• Motor skills.
Example rubricPossible Your Instructor’sPoints Assessment Assessment
1. Portfolio has a creative cover with name, date,
course title, and subject or title of book.
2. Portfolio has contents page that is indexed to each section.
3. Each section of portfolio is tabbed corresponding
with the contents page.
4. Rubric is complete with self-evaluation and
placed in front of portfolio.
2. TOTAL
Criteria
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 13
Guidelines to Putting It All TogetherDo not use extraneous words. Be clear and concise.
Define words that may possibly be new or difficult for
students to understand. Make the introduction simple
and succinct. Include information that gets attention in
the introduction to create interest. Make a very thor-
ough list of all materials and resources the students will
need for the module. Once again, reinforce the impor-
tance of safety and the procedures to accomplish safe
outcomes. Make clear to the students what they will be
tested on by providing a list of items that will be cov-
ered on the exam. The list could include areas such as:
• Vocabulary words.
• Notes from video.
• Chapter test from text.
• Pre/post test.
• Final evaluation as performance test.
Have one or more colleagues read the module for
clarity and request their remarks concerning student
objectives.
Cooperative Learning ProjectsIn an attempt to teach students coping skills for a “rap-
idly changing information-based, high-technology, and
interdependent economy,” instructors must access
“higher level thinking skills, communication skills,
and social skills” (Kagan, 1994, p. 21). According to
Kagan, positive outcomes of cooperative learning
include accomplishing academic goals for all students
including disadvantaged and low achievers (p. 31),
improving multicultural relations in integrated class-
rooms, and incorporating social interactions that
improve maturity and responsibility for the group as a
whole. Self-esteem and cooperation improvement are
attained in other areas of the curriculum as well.
To plan a cooperative learning project, heterogeneous
teams are put together with no less than four members
if possible with an attempt to maintain heterogeneity.
Peer tutoring and community ownership keep teams
focused and functioning. Objectives are defined and
expected outcomes are derived by using the lesson’s
content such as the history of technology education.
Lessons can then be divided into specific content such
as the Industrial Revolution and its impact on technology.
According to Kagan (1994), cooperative learning proj-
ects should contain the following ingredients.
• Group objectives.
• Instruction toward these objectives.
• Monitoring of group activity, on-task behavior,
and progress.
• Checking often for group and individual under-
standing.
• Ongoing motivation to diminish anxiety or disin-
terest.
• Use of cognitive and affective attributes.
• Immediate feedback through peer interaction and
teacher reinforcement.
Once a cooperative learning project is prepared for stu-
dent use and teams are formed, the entire process will
still have some difficulties, such as students who don’t
do their “share” or dominant students telling the rest of
the group how to accomplish the objectives. This is
where the teacher’s role of monitor and resource per-
son becomes most helpful; however, the groups who
become self-regulated become examples to other
groups and cooperative learning can become conta-
gious!
Leadership AssessmentOne of the goals of technology education in the state of
Georgia is to provide leadership skills to its students.
These skills can be divided into leadership attribute
factors. These attributes are subdivided into manage-
ment skills, personal characteristics, and social skills.
Management skills include areas such as planning,
organizing, team building, problem solving, and
gathering and managing information. Personal charac-
teristics involve areas such as vision, assertiveness,
responsibility, enthusiasm and optimism, risk taking,
and energy level. Social skills deal with ethics, inter-
personal issues, and intellect. Instructors in technology
education must make an effort to find ways to increase
opportunities for students to have leadership roles in
the classroom/labs. The Technology Student Associa-
tion (TSA) provides students the chance to develop
leadership abilities in activities such as public speak-
ing, applications of parliamentary procedures, and
teamwork.
14 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
Student FeedbackIt is essential to evaluate not only the students’ per-
formance but also the program and the instructor.
Activities, modules, and even the instructor need to be
evaluated by the learner in order to determine if the
methods and/or activities used are the most appropri-
ate. Students can provide great insights on changes that
can enhance a module, activity, or even the instruction.
It is imperative for the instructor to identify new styles
and different methods of delivering information to bet-
ter meet the needs of his/her students. Questionnaires
or feedback sheets at the end of each module or special
activity can provide the instructor with information
about the students’ feelings and recommendations on
that particular activity.
How Long Should Students’ Work Be Kept?It is important to know the local (school or county)
policies on how long to keep student records, but it is
usually recommended to keep all data on students a
minimum of one year. Some instructors recommend
keeping at least copies of attendance and grade records
for four years. This information is invaluable in case
parents or guardians question grades or attendance.
Though many technology education students no longer
work with traditional machine tools, it is still impera-
tive for the instructor to send safety contracts to parents
or guardians, indicating the possible risks involved
while working in the laboratory. Assure them that lab
safety procedures are strictly followed but that some
risk is involved. If students are to work in the produc-
tion lab with machine tools or any hazardous equip-
ment or chemicals, those students must take and pass
(100% correct) a test on each piece of equipment to be
used. The instruments used can be the standard tests
found in many texts, but the tests must also include
items that will evaluate processes specific to the activ-
ity that will accomplished (e.g., If a jig is to be used,what special precautions are to be taken?). A hands-on
test is also highly recommended. Keep a record of how
the student performed in such a test. These safety tests
must be taken yearly and should be kept with the stu-
dent’s records.
ReferencesCluster, R.L. ( 2 0 0 0 ) . Using Authentic Assessment in Assessment in Vocational Education. Columbus, OH:Eric Clearing House.
“Writing Explorations in
Explorations in Technology: Aid for Writing Student
Modules, n/d.
Technology Modules,”
Goodrich, H., ( 1 9 9 7 ) . Understanding Rubrics.Educational Leadership, 54(4), 14-17.
Gronlund, N.E., ( 1 9 9 8 ) . Assessment of StudentAchievement (6th ed.). Boston: Allyn and Bacon.
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 15
Norm-referenced graduation tests, and criterion-
referenced competency tests are being developed
and implemented in Georgia in fulfillment of
School Law Code 20-2-281. This law is intended to
assure that students are adequately prepared academi-
cally by their educational experiences. Although this
law does not require technology education testing,
evaluation of learning in technology education is an
essential component of assuring the development of
technologically literate citizens.
Criterion-referenced exit examinations for technology
education have been developed for use in Georgia
based on the QCCs and the content described in
Georgia’s Academic Standards for TechnologyEducation. Versions of these examinations for use as
a culminating assessment for middle school and high
school students are available for use by technology
education teachers or other school personnel who wish
to measure student achievement in the area of technol-
ogy education. The materials were developed with the
cooperation of technology educators, parents, students,
teacher educators, and consultants with expertise in
assessment.
Appendices A and B show the correlation between test
items and both the standards for technology education
in Georgia and the QCCs. The test bank contains over
100 items from which a test can be constructed.
Abbreviated sample tests for both high school and
middle school also are provided on the pages that fol-
low.
In the early phases of this project, a bank of 158 items
was developed and reviewed. The review panel
included middle school teachers, high school teachers,
a parent of a technology education student who works
in an area related to technology, a technology teacher
educator, a high school student, and a representative
from a technical college. The findings of this review
are shown in Appendix C.
Based on input from the review team, exit exams were
developed for high school and middle school. The exit
examination materials were initially pilot tested during
the spring of 2000. The results of these pilot tests are
included in Appendices D and E. Further research is
needed to refine and expand the available examination
items, but the materials now available were validated
through a systematic review process. Technology edu-
cators or other school personnel who desire to use
these assessment materials or obtain further informa-
tion about them should contact Ron Barker at the State
Department of Education or visit the DOE Project sec-
tion of the technology education web site at the
University of Georgia (www.uga.edu/teched/doe).
Culminating Assessment Exit Examinationsfor Technology Education
16 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
1. What do hydraulic systems use under pressure to produce motion and perform work?
a. Steam c. Liquid
b. Gas d. Air
2. Who discovers, develops, and specifies the characteristics of new or improved products and processes?
a. Research and development c. Marketing
b. Financial affairs d. Industrial relations
3. What is the name of the power control/transmission device shown below?
a. Chain and sprocket c. Belt and pulley
b. Rack and pinion d. Spur gear
4. What form of terrestrial transportation is the least efficient with respect to energy consumption?
a. Private automobiles c. Trains
b. Buses d. Trucks
5. Which effect is associated with overheating of this planet?
a. Greenland c. Greenhouse
b. Geysers d. Geothermal
6. Which procedure in the problem-solving process would immediately follow the initial selection of a problem?
a. Choosing the best solution c. Testing the hypothesis
b. Brainstorming d. Selecting criteria
7. On the following multiview drawing, which dimension represents the same dimension as X?
a. A
b. B
c. C
d. D
8. Software is
a. term synonymous with hardware.
b. only important to those installations that do not have their own programmers.
c. used to find electronic circuits that are termed “soft” because they fail on occasion.
d. a series of programs that aid in the running of the computer system.
9. Which of the following inventions used in manufacturing systems has most significantly reduced worker
exposure to dangerous situations?
a. CAD c. Lasers
b. Robotics d. Pneumatics
Sample Exit Exam for High School
10. How many millimeters are there in 1.45 meters?
4.5 c. 1450
b. 145 d. 14500
11. Which of the following careers would be affected by increased use of robotics?
a. Assembly-line welder c. Hotel receptionist
b. Taxi driver d. Photographer
12. When a product is found to have a hazardous defect, the manufacturer will most likely be required to
a. lower the product’s selling price. c. stop advertising the product.
b. recall the product. d. apply for a new patent.
13. What invention was most important in the development of the first television set?
a. Microchip c. Vacuum tubes
b. Solid state resistors d. Satellite
14. Preparing and presenting public relations information for a large company is part of which system
of technology?
a. Communication c. Manufacturing
b. Construction d. Energy, power, and transportation
15. Geothermal energy comes from the same source as
a. solar salt ponds. c. ocean thermal energy conversion.
b. hydroelectric power. d. volcanic energy.
16. The most effective way to control pollutants that cause acid rain would be to
a. use only electricity for all our power needs.
b. burn only petroleum in our power-generating plants.
c. reduce emissions from all fossil-fuel-burning sources.
d. recycle all biodegradable materials.
17. Technological innovation
a. usually occurs in isolation.
b. is limited to the technical area in which it occurs.
c. can give rise to multiple social and economic changes.
d. affects all individuals the same way.
18. What are the three basic parts that make up the communication system model?
a. 8 millimeter, videodisk, and aperture
b. The microphone, the telephone, and the satellite
c. The message, the sender, and the receiver
d. The analog, the digital, and the integration
19. In manufacturing systems, an example of solving an ergonomic and economic problem would be to
a. redesign a tool to avoid carpal tunnel syndrome and elude lawsuits.
b. seek better colors to increase sales.
c. improve the crashing zone of a car to increase survival rates.
d. increase the font to make the text more legible.
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 17
1. What is the name of a form of electric energy produced from moving water?
a. Geothermal c. Bioconversion
b. Fossil fuel d. Hydroelectric
2. Cutting wood, picking cotton, and shearing sheep are examples of
a. excavation. c. mining.
b. drilling. d. harvesting.
3. Which of the following is a device for creating a concentrated beam of light that travels in a very straight
path?
a. Transistor c. Laser
b. Transformer d. Diode
4. Natural gas, coal, and oil are examples of
a. chemical fuels. c. geothermal fuels.
b. bioconversion fuels. d. fossil fuels.
5. Which of the following is a programmable machine that can move parts or tools within a specific range of
motion or degrees of freedom?
a. Transformer c. Diode
b. Clone d. Robot
6. Which of the following devices allows computers to exchange information over telephone lines?
a. Disk drive c. Line plotter
b. Modem d. CPU
7. In which of the following area would one most likely be involved in designing structures?
a. Mechanical engineering c. Mapping and surveying
b. Electric engineering d. Civil engineering
8. The difference between manufacturing and construction stems from the
a. on-site or in-factory production. c. number of products produced.
b. size of the finished product. d. methods and materials used.
9. A monitor consists of
a. a hard-copy printer. c. a punching mechanism.
b. a floppy disk. d. a television-like display screen.
10. Preparing and presenting public relations information for a large company is part of which system
of technology?
a. Communication c. Manufacturing
b. Construction d. Energy, power, and transportation
18 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
Sample Exit Exam for Middle School
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 19
11. The measurement at point (5) is
a. 2 6/16.
b. 2 13/32.
c. 2 7/16.
d. 2 15/32.
12. The decimal equivalent of 1/2 is
a. 0.500. c. 0.550.
b. 0.400. d. 0.200.
13. When a product is found to have a hazardous defect, the manufacturer will most likely be required to
a. lower the product’s selling price. c. stop advertising the product.
b. recall the product. d. apply for a new patent.
14. The only renewable natural building resource is
a. plastic. c. wood.
b. metal. d. cement.
15. What production process is used for large quantities of the same item?
a. Custom c. Craft
b. Intermittent d. Mass
16. Which is the present time period?
a. Industrial Age c. Iron Age
b. Information Age d. Middle Age
17. Which metric unit of measurement is used for measuring the volume of a liquid?
a. Candela c. Liter
b. Kilogram d. Meter
18. What kind of machine is shown to the right?
a. Pulley c. Inclined plane
b. Wedge d. Rack and pinion
19. One centimeter is
a. 100 meters. c. 1/10 meter.
b. 10 meters. d. 1/100 meter.
20. In a construction, the part of the structure that rests upon the earth is called its
a. foundation. c. substructure.
b. infrastructure. d. base.
Correct answers for Sample Exit Exam for Middle School: 1. d 2. d 3. c 4. d 5. d 6. b 7. d 8. a 9. d 10. a
11. c 12. a 13. b 14. c 15. d 16. b 17. c 18. a 19. c 20. a
Correct answers for Sample Exit Exam for High School: 1. c 2. a 3. a 4. a 5. c 6. b 7. d 8. d 9. b 10. c
11. a 12. b 13. c 14. a 15. d 16. c 17. c 18. c 19. a
5
NATURE OF WORK:By the twelfth grade, students will: Corresponding QCC Test Items
1. Define technology. 22, 33, 36, 37 7, 65, 73, 98
2. Define and discuss issues associated with 36, 37, 39, 42 1-29, 32, 33, 41, 44,
technological literacy. 46, 48-51, 53-55, 57,
58, 60-68, 70-74,
76-80, 82, 83, 85-95,
97-100
3. Evaluate the moral and ethical issues humans face 36, 37, 39, 42 29, 34, 69, 73
2. because of the significant modifications technology
2. is having to the natural world.
4. Make logical career choices based on individual strengths 32, 34 45, 47, 59, 65, 100
4. and weaknesses.
5. Investigate how technology has emerged to shape the 37, 42 35, 47, 55, 59, 69,
environment and society in the past, present, and future. 73, 75, 84
6. Define appropriate technology and suggest applications 32, 35, 36, 37, 38, 28, 62, 63, 67, 75,
4. to various problems or opportunities. 39, 42 87
7. Identify the role of personal belief systems in balancing 39, 42 29, 47, 48, 69, 73, 75
7. the influence of technology on quality of life.
8. Explain the difference between revolutionary and 33, 37, 43 43, 83
8. evolutionary technological applications.
9. Illustrate and clarify how a society may not be able to 33, 37, 42 29, 34, 69
9. exercise full control over its technological systems.
10. Utilize accepted methods of forecasting and projecting 32, 33, 37, 42 73, 75, 84
10. to develop scenarios of future technology needs and uses.
HUMAN INGENUITY:By the twelfth grade, students will: Corresponding QCC Test Items
1. Apply a formal problem-solving process to arrive at a 32, 35, 38, 40, 41 27, 29, 43, 55
1. satisfactory solution to a research-based
1. technological problem.
2. Identify career opportunities associated with technology 33, 34, 43 47, 59, 65, 100
3. and created by technological change.
3. Apply basic engineering concepts in the design and 35, 38, 40, 41 1-6, 8-12, 25, 27, 48,
3. creation of solutions to various problems or opportunities. 49, 56, 74, 76, 77-83,
87, 88, 91-93, 96
4. Solve technological problems and explain what actions 35, 36, 38, 41, 40 36, 43, 56, 69, 96
3. were needed to reach the desired solutions.
20 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
Appendix A Twelfth Grade Georgia Technology Education Standards and QCCs
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 21
5. Demonstrate the ability to convey technical data and 37, 44 28, 31, 40
5. information to other individuals through documentation
5. and various methods of communication.
6. Identify opportunities for technological improvements 37, 39, 43 69
6. that currently do not exist.
7. Plan a technological solution and select the proper 35, 36, 38, 39 69, 73, 87
6. resources to develop the technology, and project the
6. possible impacts (pros and cons) of this new technology
5. on society, culture or the environment.
8. Make logical career choices about careers associated with 34 45, 47, 59, 100
5. technological problem-solving and resource management.
9. Select and apply appropriate technological processes to 35, 36, 38, 40 1, 4, 5, 8-12, 21-25,
8. alter the characteristics of material to make it useful in 31, 35, 47, 50, 95, 99
5. different situations.
10. Critically analyze the results of differing solutions to a 39, 40, 42
10. research-based technology problem.
TECHNOLOGICAL SYSTEMS:By the twelfth grade, students will: Corresponding QCC Test Items
1. Apply the technological systems model to an integrated 32, 37, 43 58, 85, 86, 87, 93
5. activity that encompasses communication, energy,
5. manufacturing, construction, and/or transportation
5. technologies.
2. Apply technological knowledge through technical drawing, 34, 40 1-3, 7, 12-15, 20, 21,
2. planning, building, testing, and improving solutions 28, 36, 38, 40, 53,
5. to technological systems. 56, 58, 89, 96
3. Develop a technological system to solve a given 32, 35, 41 101
5. technological problem.
4. Design a management system to solve a research and 38, 40
3. development technology problem through lab-based
5. activities and formalized problem-solving methods.
5. Analyze and critique a technological system for efficiency. 35, 40, 41 48, 69, 75
6. Evaluate logical career choices associated with
5. technological systems. 34 45, 47, 59, 100
7. Design a technological system utilizing ergonomics and 32, 37, 38, 41 102
5. economic principles.
8. Evaluate the interdependence of components in a 32, 36, 38 47
7. technological system and identify those elements that
5. are critical to correct functioning.
22 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
9. Apply scientific principles, engineering concepts, and 32, 34, 41, 42, 43 58
8. technological systems in the solution of
5. community-based problems.
10. Identify and explain the ways technological systems 32, 33, 37 55, 84
10. have evolved and will continue to evolve to satisfy
10. human needs and desires.
IMPACT OF TECHNOLOGY:By the twelfth grade, students will: Corresponding QCC Test Items
1. Discuss the evolutionary processes of different forms of 32, 37 26, 29, 43, 55
4
2. Identify ways to effect change in society through the use 37, 39, 42 29, 47, 55, 69, 73
2. of technological advances while considering the impacts
4. on society and the environment.
3. Investigate, collect, analyze, and synthesize data with 42, 43 7, 62, 63, 69, 73, 75
4. regard to impacts and consequences of technology.
4. Identify ways in which technology threatens to dominate 39, 42, 43 43, 47
4. human activity in modern society.
5. Evaluate the guiding value of philosophy, religion, 33, 37, 42, 44 48
4. classical literature, history, and other aspects of our social
4. and cultural heritage when making technological decisions.
6. Create design briefs that have as one of their components 42 48, 73, 75
4. considerations regarding technological impacts.
7. Evaluate the effects on the environment for a given 35, 36, 37, 42 26, 29, 34, 68, 75
4. technological tool or system.
8. Identify social, cultural, economic, political, and 37, 39, 42 34, 35, 48, 55, 73
4. environmental impacts of technical advancements.
9. Discuss the importance of making projections, studying 33, 37, 39, 42, 43 47, 68, 69, 73, 75
8. scenarios, and making thoughtful decisions because of
8. the direct and indirect effects technology will have
8. on the future.
** Items number 101 and 102 were included after the reviewed test to represent some of the standards not previ-
ously covered.
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 23
Appendix BEighth Grade Georgia Technology Education Standards and QCCs
NATURE OF WORK:By the eighth grade, students will: Corresponding QCC Test Items
1. Define technology (appropriate levels). 6-8.7 31, 41
2. Define and discuss technological literacy 6-8.7 1, 2, 3, 4, 6, 7, 8, 9,
1. (appropriate levels). 10, 11, 12, 13, 14, 15,
16, 17, 18, 19, 20,
21, 27, 28, 29, 30,
32, 34, 39, 40, 41,
42, 44, 45, 47, 48, 49
3. Identify and contrast the connections and differences 6-8.3, 6-8.1 10, 13, 20, 23, 35,
3. between technology and other school disciplines. 36, 38, 42, 48
4. Describe and discuss how technology involves the ability 6-8.7 33, 46
3. to solve problems logically and creatively.
5. Employ basic principles of technology to solve 6-8.9 11, 14, 22, 37, 50
3. technological problems.
6. Analyze how cultures and groups value technology 6-8.7, 6-8.10 40
4. differently and how these values influence the
3. development and acceptance of technology.
7. Properly utilize specific technological tools to solve a 6-8.6, 6-8.8 1, 11, 19
3. technological problem.
HUMAN INGENUITY:By the eighth grade, students will: Corresponding QCC Test Items
1. Describe the advantages and disadvantages of working in
7. a team as compared to individually in design and
3. problem-solving activities. 6-8.10
2. Identify career opportunities associated with problem 6-8.2, 6-8.4, 6-8.5 5, 25, 31
2. solving and invention, as well as career opportunities that
3. are created by technological problem.
3. Apply a formal problem-solving process to arrive at a 6-8.6, 6-8.9 11, 22, 33
3. satisfactory solution to a technological problem.
4. Develop a timeline of advancements in technology. 6-8.7 24, 40
5. Employ basic principles of technology to solve 6-8.9 19, 37, 38, 41, 50
3. technological problems.
7. Explain and demonstrate several solutions to a problem 6-8.6, 6-8.7, 22, 49
3. or opportunity using technological development. 6-8.8, 6-8.9
8. Predict possible outcomes of a selected 6-8.7, 6-8.9 3
2. technological system
24 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
TECHNOLOGICAL SYSTEMS:By the eighth grade, students will: Corresponding QCC Test Items
1. Explain how technological systems impact the world of 6-8.1, 6-8.2, 6-8.3, 17, 24, 26
1. work as well as normal daily life. 6-8.5, 6-8.7
2. Discuss career opportunities related to 6-8.1, 6-8.4 5, 25, 31
1. technological systems.
3. Evaluate solutions to technological problems. 6-8.6, 6-8.7, 6-8.9 3, 19, 37, 46
4. Develop a systems solution for common 6-8.6, 6-8.7, 6-8.9 22, 23, 37, 41
1. technological problems.
5. Disassemble a technical device and research the 6-8.6, 6-8.7, 49
1. processes that were used in its development. 6-8.8, 6-8.9
6. Analyze various technological systems and identify the 6-8.6, 6-8.7, 6-8.9 2, 11, 46, 49
6. ways in which they are controlled to produce a
1. desired outcome.
7. Utilize the team concept to solve a technological problem. 6-8.1, 6-8.10
IMPACT OF TECHNOLOGY:By the eighth grade, students will: Corresponding QCC Test Items
1. Explain how the use of technology has changed 6-8.2, 6-8.3, 6-8.5 5, 17, 26
1. many professions.
2. Discuss major technological developments and explain 6-8.7 3, 20, 47
2. how these developments have shaped the world
1. in which we live.
3. State the relationship technology has with other subject 6-8.1, 6-8.2, 6-8.10 13, 23, 33, 35, 36,
1. areas (language, math, science, and social studies). 38, 42, 43, 48
4. Identify and explain the impact of technological
4. advancements (e.g., automobile, television, telephone) 6-8.7, 6-8.9 20, 24, 40
1. on historical events.
5. Identify ways to effect change in society through the 6-8.7, 6-8.9 40, 43
1. use of technological advances.
6. Investigate the impacts of differing solutions to a 6-8.6, 6-8.7, 6-8.9 24, 26
1. relevant technological issue.
7. Investigate how the systems model component feedback 6-8.7, 6-8.9
6. relates to the impact technology has on the environment
6. and society.
Appendix CAssessment Panel Review Results
item # total reviewer reviewer reviewer reviewer reviewer reviewerunacceptables 1 2 3 4 5 6
1 2 1 1
2
3
4
5 2 1 1
6
7
8
9 2 1 1
10 2 1 1
11 2 1 1
12
13 2 1 1
14 1 1
15 3 1 1 1
16
17
18 1 1
19
20
21
22 1 1
23 1 1
24 1 1
25 2 1 1
26 1 1
27 1 1
28 2 1 1
29 1 1
30 1 1
31 2 1 1
32 1 1
33 2 1 1
34 1 1
35 3 1 1 1
36 1 1
37 1 1
38 1 1
39
40 1 1
41 1 1
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S
26 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
42
43 1 1
44
45 1 1
46
47
48
49
50 1 1
51 1 1
52
53 2 1 1
54
55
56 3 1 1 1
57
58
59 3 1 1 1
60 2 1 1
61
62
63 1 1
64 1 1
65
66 3 1 1 1
67 3 1 1 1
68
69
70
71
72
73 2 1 1
74 1 1
75
76 1 1
77
78
79
80 1 1
81 1 1
82 1 1
83 3 1 1 1
84
85
86 2 1 1
87
item # total reviewer reviewer reviewer reviewer reviewer reviewerunacceptables 1 2 3 4 5 6
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 27
88 1 1
89
90
91
92
93
94
95 1 1
96 1 1
97 2 1 1
98
99
100
101
102 1 1
103 1 1
104 1 1
105 1 1
106 1 1
107
108 2 1 1
109 2 1 1
110 1 1
111
112
113
114 2 1 1
115 1 1
116
117 1 1
118 2 1 1
119 2 1 1
120
121
122
123 1 1
124
125 3 1 1 1
126
127 3 1 1 1
128
129 1 1
130
131
132 4 1 1 1 1
133 1 1
item # total reviewer reviewer reviewer reviewer reviewer reviewerunacceptables 1 2 3 4 5 6
134
135
136
137
138 2 1 1
139 2 1 1
140 1 1
141
142
143
144
145 1 1
146 3 1 1 1
147 1 1
148 2 1 1
149
150
151
152
153
154 1 1
155
156 1 1
157
158
Comments at the end of the testsTest # 3
“Many of the unacceptable questions were more business-type questions or T& I questions. The test bank needs
more construction questions for sure and a few more in desktop, broadcasting, etc. The test bank needs more con-
tent-based questions and less general education questions.”
Test # 4
“Missing: space, aerodynamics, flight, broadcasting, video technology, computer-aided publishing, graphics/ani-
mation/multimedia.”
28 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
item # total reviewer reviewer reviewer reviewer reviewer reviewerunacceptables 1 2 3 4 5 6
Item High School# % correct
answers1 61
2 40
3 74
4 69
5 34
6 82
7 79
8 69
9 40
10 40
11 60
12 52
13 11
14 27
15 69
16 17
17 55
18 76
19 50
20 79
21 69
22 45
23 77
24 74
25 51
26 84
27 79
28 66
29 54
30 76
31 65
32 72
33 72
34 74
35 56
36 55
37 79
38 59
39 deleted
40 54
41 57
42 69
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 29
Appendix DCulminating Assessment Pilot Review for High School
Item High School# % correct
answers
43 70
44 22
45 54
46 57
47 76
48 76
49 49
50 17
51 34
52 45
53 49
54 71
55 49
56 26
57 29
58 72
59 74
60 36
61 39
62 52
63 44
64 27
65 44
66 54
67 54
68 60
69 62
70 45
71 72
72 67
73 56
74 52
75 46
76 64
77 42
78 36
79 67
80 66
81 66
82 47
83 59
84 59
Item High School# % correct
answers
85 35
86 47
87 62
88 65
89 62
90 59
91 55
92 60
93 57
94 65
95 57
96 70
97 39
98 42
99 61
100 61
Average 53.49
Problems no during problemstest reported
Time taken by 55 minutes average student to complete test
30 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
Item Middle School 1 Middle School 2 Average correct # % correct answers % correct answers answers between
45 students 94 students both MS
1 18 51 34.5
2 29 53 41.0
3 16 33 24.5
4 62 85 73.5
5 42 55 48.5
6 18 35 26.5
7 42 36 39.0
8 38 47 42.5
9 24 19 21.5
10 51 63 57.0
11 36 53 44.5
12 36 63 49.5
13 33 63 48.0
14 40 46 43.0
15 42 70 56.0
16 78 84 81.0
17 64 76 70.0
18 18 19 18.5
19 40 64 52.0
20 38 61 49.5
21 40 65 52.5
22 18 38 28.0
23 test item deleted test item deleted ——
24 18 49 33.5
25 27 24 25.5
26 44 75 59.5
27 16 28 22.0
28 20 32 26.0
29 38 79 58.5
30 33 58 45.5
31 24 39 31.5
Appendix ECulminating Assessment Pilot Review for Middle School
.
Problems no no during test problems reported problems reported
Time taken 14 minutes 45 minutesby average student to complete
test
32 36 49 42.5
33 62 83 72.5
34 60 87 73.5
35 42 69 55.5
36 29 49 39.0
37 51 61 56.0
38 33 77 55.0
39 47 31 39.0
40 16 34 25.0
41 24 33 28.5
42 29 26 27.5
43 24 44 34.0
44 56 63 59.5
45 4 26 15.0
46 47 54 50.5
47 38 39 38.5
48 40 38 39.0
49 11 38 24.5
50 31 31 31.0
Average 35.16 50.92 43.04
G E O R G I A ’ S T E C H N O L O G Y E D U C A T I O N • S U P P O R T M A T E R I A L S P R O G R A M S 31
Item Middle School 1 Middle School 2 Average correct # % correct answers % correct answers answers between
45 students 94 students both MS
32 G E O R G I A D E P A R T M E N T O F E D U C A T I O N
Georgia’s Culminating Assessment Tools and Procedures for Technology Education would have not been possi-
ble without the efforts of many people. Members of the writing development team, consultant group, review panel,
and the State Department of Education program specialist for Technology Education gave their time and expert-
ise in developing these materials.
The following individuals provided valuable service in the development of Georgia’s Culminating Assessment
Tools and Procedures for Technology Education:
Writing/Development TeamRoger Hill
Principal Investigator
The University of Georgia
Garner Dewey
Graduate Assistant
The University of Georgia
Evelyn Payne
Graduate Assistant
The University of Georgia
Consultant GroupRobert Wicklein
The University of Georgia
John Scott
The University of Georgia
Bob Hanson
The University of Tennessee
Tom Shown
North Carolina Department of Education
Acknowledgements
Review PanelKelly Fede
Habersham Central High School
Jeremy Foreman
Lovejoy High School
Dwayne Hobbs
Clayton County Board of Education
John Pritchett
Winder-Barrow Middle School
Devon Williams
McConnell Middle School
Ozzie Parrish
Pointe South Middle School
Bob Taylor
Delta Airlines
Creighton Alexander
Georgia Southern University
Roger King
Clayton College and State University
Georgia Department of EducationRonald Barker
Program Specialist
Technology/Career Education
For further information about Georgia’s Academic Standards for Technology
Education or Technology Education in Georgia contact:
Ronald G. BarkerProgram Specialist, Technology Education
Georgia Department of Education1770 Twin Towers EastAtlanta, GA 30334-5040
(404) [email protected]