web-based culminating assessment - tech edteched.uga.edu/doe/doe_pdfs/assessment.pdf · web-based...

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

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

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


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


“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-


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


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.


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


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.


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.


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


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.


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


Sample Exit Exam for Middle School


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.


Appendix A Twelfth Grade Georgia Technology Education Standards and QCCs


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


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.


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.


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


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


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


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


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


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



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


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.”



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


Appendix DCulminating Assessment Pilot Review for High School


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


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


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


Item Middle School 1 Middle School 2 Average correct # % correct answers % correct answers answers between

45 students 94 students both MS


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


Evelyn Payne

Graduate Assistant


Consultant GroupRobert Wicklein


John Scott


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]

web-based culminating assessment - tech edteched.uga.edu/doe/doe_pdfs/assessment.pdf · web-based...

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