information locating information applied technology listening observation … · 2010-03-29 ·...

AP

PL

IED

MA

TH

EM

AT

IC

S

RE

AD

ING

FO

R

INF

OR

MA

TIO

N

LO

CA

TIN

G

INF

OR

MA

TIO

N

AP

PL

IED

TE

CH

NO

LO

GY

LIS

TE

NIN

G

OB

SE

RV

AT

ION

TE

AM

WO

RK

WR

ITIN

G

BU

SIN

ES

S

WR

ITIN

G

WorkKeys Targets for Instruction AM RFI LI AT L OB T W BW

Applied Mathematics

Pre-WorkKeys Skills 1, 2

Applied Math level 3 3

· Solve problems that require a single type of

mathematics operation (addition, subtraction,

multiplication, and division) using whole numbers3

· Add or subtract negative numbers 3

· Change numbers from one form to another

using whole numbers, fractions, decimals, or

percentages 3

· Convert simple money and time units (e.g.,

hours to minutes) 3

Applied Math level 4

· Solve problems that require one or two

operations 4

· Multiply negative numbers 4

· Calculate averages, simple ratios, simple

proportions, or rates using whole numbers and

decimals 4

· Add commonly known fractions, decimals, or

percentages (e.g., _, .75, 25%) 4

· Add three fractions that share a common

denominator 4

WIN Courseware

Alignment of the WorkKeys® Assessment System with the WIN Courseware

· Multiply a mixed number by a whole number

or decimal 4

· Put the information in the right order before

performing calculations 4


· Decide what information, calculations, or unit

conversions to use to solve the problem 5

· Look up a formula and perform single-step

conversions within or between systems of

measurement 5

· Calculate using mixed units (e.g., 3.5 hours

and 4 hours 30 minutes) 5

· Divide negative numbers 5

· Find the best deal using one- and two-step

calculations and then comparing results 5

· Calculate perimeters and areas of basic

shapes (rectangles and circles) 5

· Calculate percentage discounts or markups 5


· Use fractions, negative numbers, ratios,

percentages, or mixed numbers 6

· Rearrange a formula before solving a problem 6

· Use two formulas to change from one unit in

one system of measurement to a unit in another

system measurement 6

· Find mistakes in items that belong at Levels 3,

4, and 5 6

· Find the best deal and use the result for

another calculation 6

· Find areas of basic shapes when it may be

necessary to rearrange the formula, convert units

of measurement in the calculations, or use the

result in further calculations 6

· Find the volume of rectangular solids 6

· Calculate multiple rates 6


· Solve problems that include nonlinear

functions and/or that involve more than one

unknown 7

· Find mistakes in Level 6 items 7

· Convert between systems of measurement

that involve fractions, mixed numbers, decimals,

and/or percentages 7

· Calculate multiple areas and volumes of

spheres, cylinders, or cones 7

· Set up and manipulate complex ratios or

proportions 7

· Find the best deal when there are several

choices 7

· Apply basic statistical concepts 7

Reading for Information


Reading for Information level 3

· Identify main ideas and clearly stated details 3

· Choose the correct meaning of a word that is

clearly defined in the reading 3

· Choose the correct meaning of common,

everyday and workplace words 3

· Choose when to perform each step in a short

series of steps 3

· Apply instructions to a situation that is the

same as the one in the reading materials 3


· Use the reading material to figure out the

meaning of words that are not defined 4

· Apply instructions with several steps to a

situation that is the same as the situation in the

reading materials 4

· Identify important details that may not be

clearly stated 4

· Choose what to do when changing conditions

call for a different action (follow directions that

include “if-then” statements) 4


· Figure out the correct meaning of a word

based on how the word is used 5

· Identify the correct meaning of an acronym

that is defined in the document 5

· Identify the paraphrased definition of a

technical term or jargon that is defined in the

document 5

· Apply technical terms and jargon and relate

them to stated situations 5

· Apply straightforward instructions to a new

situation that is similar to the one described in the

material 5

· Apply complex instructions that include

conditions to situations described in the materials5


· Identify implied details 6

· Use technical terms and jargon in new

situations 6

· Figure out the less common meaning of a

word based on the context 6

· Apply complicated instructions to new

situations 6

· Figure out the principles behind polices, rules,

and procedures 6

· Apply general principles from the materials to

similar and new situations 6

· Explain the rationale behind a procedure,

policy, or communication 6


· Figure out the definitions of difficult,

uncommon words based on how they are used 7

· Figure out the meaning of jargon or technical

terms based on how they are used 7

· Figure out the general principles behind the

policies and apply them to situations that are quite

different from any described in the materials7

Locating Information


Locating Information level 3

· Find one or two pieces of information in a

graphic 3

· Fill in one or two pieces of information that are

missing from a graphic 3


· Find several pieces of information in one or

more graphics 4

· Understand how graphics are related to each

other 4

· Summarize information from one or more

straightforward graphics 4

· Identify trends shown in one or more

straightforward graphics 4

· Compare information and trends shown in one

or more straightforward graphics 4


· Sort through distracting information 5

· Summarize information from one or more

detailed graphics 5

· Identify trends shown in one or more detailed

or complicated graphics 5

· Compare information and trends from one or

more complicated graphics 5


· Draw conclusions based on one complicated

graphic or several related graphics 6

· Apply information from one or more

complicated graphics to specific situations 6

· Use the information to make decisions 6

Applied Technology


Applied Technology Level 3 3

· Identify how basic tools work 3

· Identify how simple machine parts work 3

· Apply basic principles to solve problems

involving a simple system 3

· Solve basic problems 3

· Identify the clear physical symptom that points

to the potential source of a problem 3

· Identify the best solution after eliminating

clearly unsuitable possibilities 3

Applied Technology Level 4

· Understand the operation of moderately

complex tools and diagnostic equipment 4


complex machines and systems 4

· Apply less obvious basic principles to

solve problems within physical systems 4

· Solve moderate problems 4

· Eliminate physical symptoms that do not

point to the source of a problem, disregarding

extraneous information 4


other unsuitable possibilities 4



complex tools and diagnostic equipment,

choosing the best tool for the task 5

· Understand the operation of complex

machines and systems 5

· Apply two or more principles of

technology as they interact in moderately complex 5

· Solve moderate and advanced problems 5


lead to the source of a problem by disregarding

extraneous information; use clues to find the

source of a problem 5


other unsuitable possibilities 5



tools and diagnostic equipment, choosing the best

tool for the task 6


machines and their components 6

· Apply two or more principles of

technology as they interact in complex systems 6

· Solve advanced problems where a variety

of mechanical, electrical, thermal, or fluid faults

could be the reason for the problem 6


lead to the source of a problem by disregarding

extraneous information; use less obvious clues to

find the source of a problem 6

· Test possible hypotheses to ensure the

problem is diagnosed correctly and the best

solution is found 6

Listening

Listening Level 1

· At least one piece of primary information is

given that is correct 1

· The gist of the situation (a minimal grasp of

the message) or clues to sources of further

information are given 1

Listening Level 2

· One or more pieces of primary information are

given and are correct, but the message may also

include primary information that is incorrect 2

· A correct sketch of the situation is given,

including both the gist of the situation and clues to

sources of further information 2

Listening Level 3

· Most of the primary information is given and it

is correct, but the message may be missing one

or two pieces of primary information 3

· Correctly show the relationships among the

pieces of primary information so that the reader

can take appropriate action without getting more

information 3

Listening Level 4

· All primary information is given and it is 4

· Supporting information is included that is

either correct or, if incorrect, does not interfere

with the central message 4

Correctly show the relationships among the

pieces of primary information 4

Listening Level 5

· All primary information is given and is correct 5

· Accurate supporting information is given to

convey insight into the particular situation that the

message represents, which may include

information regarding the speaker's tone or

attitude 5

· Accurately convey the relationships among

the pieces of information in the message 5

Observation


Observation Level 3

· Remember a few strongly prompted details 3

· Pay attention to the basic parts of a

straightforward procedure 3

· Remain aware of instructions and reminders

that give strong cues 3

· Concentrate on the important elements of a

procedure 3

Observation Level 4

· Select and pay attention to the components of

a straightforward procedure with some details that

are hard to notice 4

· Remember a few important details that are

reinforced 4

· Remain focused on relevant details when

there are some extra details or distractions 4

Observation Level 5

· Focus attention on and remember several

important details from a complex set of events

that may occur at the same time 5

· Maintain attention to significant details with

little prompting 5

· Remember relevant aspects of the information

presented 5

· Remember several important details about

unique material 5

· Ignore irrelevant background information or

distractions and pay attention only to important

points 5

Observation Level 6

· Recognize a number of steps that are

presented at the same time 6

· Notice and remember several details that are

relevant to the procedure 6

· Visualize how a step fits into the procedure

even if there are not many hints or reminders 6

· Disregard irrelevant information 6

· Interpret if-then and cause-and-effect

relationships that affect tasks 6

· Make predictions, comparisons, and

evaluations 6

Teamwork


Teamwork Level 3

· Recognize team goals 3

· Show acceptance of team goals by working

cooperatively with other team members 3

· Identify problems and their causes 3

· Persevere in solving problems 3

· Accept membership in the team 3

· Demonstrate a positive attitude, respond

appropriately to praise, and give positive feedback 3

· Display trust in other team members 3

Be dependable in completing tasks correctly and

on time 3

Teamwork Level 4

· Use prioritization and time management skills

to effectively and efficiently accomplish tasks 4

· Exhibit creative thinking when solving

problems or accomplishing tasks 4

· Show a commitment to quality 4

· Show sensitivity to customer needs 4

· Practice followership by taking direction and

responding appropriately to negative feedback 4

· Demonstrate respect for other team members 4

· Show an appreciation for diversity among

team members 4

Teamwork Level 5

· Exhibit good decision-making and analyzing

skills 5

· Delegate responsibility 5

· Show leadership by both assuming the

directive role and giving that role to others 5

· Empower other team members 5

· Display initiative 5

· Be properly assertive in explaining personal

convictions honestly and with sincerity 5

Teamwork Level 6

· Perform structuring and process planning by

organizing the various parts of a problem or task,

sequencing them, and determining who will be

responsible for them 6

· Create and revise team goals by shifting from

one objective to another, depending on

circumstances 6

· Integrate or synthesize multiple task

components into a coherent whole 6

· Be flexible in the roles they play on the team

using active listening, questioning, and directive

behaviors 6

· Resolve conflict among team members and

give negative feedback in a constructive manner 6

· Build team cohesiveness by helping to create

a feeling of unity within the team 6

Writing

Writing Level 1

· Messages are very difficult to understand

because of numerous errors 1

· The majority of the sentence structures are

incorrect 1

· Major mechanical, grammatical, and word

usage errors are numerous 1

· Rude or overly casual language not consistent

with standard business English is used 1

· No organization is evident 1

Writing Level 2 2

· Messages are generally understandable 2

· Some correct sentence structures are used,

although some sentences may require further

clarification 2

· Writing has enough correct mechanics, word

usage, and grammar to convey an idea, although

many errors may interfere with comprehension 2

· Casual language or slang may be used rather

than standard business English 2

· Although topical information is used, writing

lacks connections that would make it flow easily 2

Writing Level 3

· Messages are clear 3

· The majority of the sentences are complete 3

· Writing has few mechanical, grammatical, and

word usage errors so the message is adequately

conveyed 3

· The language may be more casual than

standard business English but never contains

slang or is rude 3

· Some organization is evident, but the writing

may have inappropriate transitions and/or some

information out of logical order 3

Writing Level 4

· Messages are clear, with almost no errors 4

· All sentences are complete 4

· There are very few mechanical, grammatical,

and/or word usage errors 4

· The tone is professional and consistent with

standard business English most of the time 4

· The writing style is adequate but may be

somewhat choppy 4

· Good organization is demonstrated with only

minor transition or logical order problems 4

Writing Level 5

· Messages are clear, precise, and free of

errors 5

· Correct, complete sentences are used and are

varied, smooth, and polished 5

· There are no mechanical, grammatical, or

word usage errors 5

· A businesslike, courteous, and professional

tone is maintained with language that is highly

consistent with standard business English 5

· The writing style flows smoothly 5

· The information is presented in a logical order;

for example, the writer may rearrange the

information so that the important part comes first 5

Business Writing

Business Writing Level 1 1

· The writing is in English, but is difficult to

understand because of a large number of errors 1

· The majority of the sentence structures are

incorrect 1

· A large number of major grammatical,

mechanical, and word usage errors interfere with

communication 1

· Rude or overly casual language, tone, and

style may be inconsistent with standard business

English 1

· No organization is evident 1

· An attempt is made to communicate ideas, but

there is little or no development or support 1

Business Writing Level 2

· The writing is generally understandable 2

· Some correct sentence structures are used,

although sentences may be simple or repetitive 2

· Enough correct mechanics, word usage, and

grammar are used to convey an idea, although

many errors may somewhat interfere with

comprehension 2

· Rude or overly casual language, tone, and

style may be inconsistent with standard business

English 2

· Some organization is evident but with an

unclear focus and few or no transitions 2

· The ideas presented are generally

understandable but are not expanded 2


· The writing is clear with some errors 3

· Most of the sentences are complete, and

some variety and complexity are attempted 3

· Few mechanical, grammatical, and word

usage errors occur so that the response is

adequately conveyed but may be repetitive; the

spelling is generally correct 3

· Style and tone are generally consistent with

standard business English; the writing may have

somewhat casual language but does not contain

slang or rude language 3

· Some organization is evident, but the writing

may lose focus at some points; transitions are

simple 3

· Ideas are adequately developed, but they may

be limited in depth and thoroughness; supporting

examples tend to be general and details are

relevant, but they may be repetitive 3


· The writing is clear with almost no errors 4

· All sentences are complete and they are

generally varied in length and complexity 4

· The few mechanical, grammatical, and/or

word usage errors that occur do not interfere with

communication; word usage is precise and varied 4

· Style, tone, and language are consistent with

standard business English; the writing contains no

rude or overly casual language 4

· The writing is organized and maintains

consistent focus, but may lack clarity; transitions

are effective, if not especially varied 4

· Most of the ideas are well developed with

relevant supporting examples and details 4


· The writing is clear, precise, and generally

free of errors 5

· The writing communicates in a professional,

courteous manner 5

· Correct, complete sentences are used and are

varied in length and complexity 5

· Few or no errors in grammar and/or

mechanics occur, and any present do not interfere

with communication; word usage shows

considerable precision and variety 5

· Style, tone, and language are consistent with

standard business English; the writing contains no

rude or overly casual language 5

· The organization is smooth and maintains

clear and consistent focus from beginning to end;

transitions are varied and effective, creating a

seamless flow of ideas 5

· The ideas are well developed and elaborated

on with relevant supporting examples and specific

details; the writing shows insight, perception, and

depth 5

Version 8.04.08

Compliments of Worldwide Interactive Network, Incc.

information locating information applied technology listening observation … · 2010-03-29 ·...

Documents