cfacteam.weebly.comcfacteam.weebly.com/uploads/2/6/8/0/26807326/comp... · Web viewDocx. Xls. Ppx. VBG. Answer: C. ... 2, 3 Excel Ch. 1, 2, 3 PowerPoint Ch1 and 2,bell ... The teacher

Reporting CategoryBenchmark Number 1.01Standard 01.0 DEMONSTRATE KNOWLEDGE, SKILL, AND APPLICATION OF INFORMATION SYSTEMS TO

ACCOMPLISH JOB OBJECTIVES AND ENHANCE WORKPLACE PERFORMANCE.

The student will be able to:

Benchmark Develop keyboarding skills to enter and manipulate text and data.

Also Assesses(K)nowledge (P)erformance or (B)oth

P

Item Types Performance

Benchmark Clarification

Students will type documents within a reasonable amount of time and with limited or no mistakes.

Content Limits Classroom assessment onlyStimulus Attributes Review of keyboard and hand placement

Response Attributes Response Attributes would include typing a letter or memo from dictation or printed text. Time should be considered using a 30-40 wpm speed. The amount of formatting should also be considered for time allotment.

Sample Item The student will type a simple business letter with correct spelling, grammar and formatting using Microsoft word. Letter will be derived from a practice scenario, http://www.humber.ca/liberalarts/sites/default/files/BUSINESS%20LETTERS.pdf. Students will be allotted 20 to 30 minutes to complete the task.

You have just finished writing an e-mail to your teacher. You notice multiple spelling errors. Which of the following keys should you use to delete the incorrect spelling?

a. Enterb. Spacebarc. Backspaced. Shift

Answer: B

http://www.humber.ca/liberalarts/sites/default/files/BUSINESS%20LETTERS.pdf

Reporting CategoryBenchmark Number

1.02

Standard 01.0 DEMONSTRATE KNOWLEDGE, SKILL, AND APPLICATION OF INFORMATION SYSTEMS TO ACCOMPLISH JOB OBJECTIVES AND ENHANCE WORKPLACE PERFORMANCE-


Benchmark Describe and use current and emerging computer technology and software to perform personal and business related tasks.


B

Item Types Performance , Essay, Short Answer


Students will describe and use programs such as Google Docs, Survey Monkey, Slide Share, Skydox, DropBoxes, etc. and hardware such as wireless networks, iPads, smart phones, Bluetooth, etc.

Content Limits

Performance will be limited to Google Docs, Survey Monkey, and use of drop boxes, Microsoft SkyDrive.

Stimulus Attributes

Stimulus will include differentiating between current and emerging technologies. Stimulus should include a scenario and specific data to be collected into a form to be generated. Stimulus may also require students to assess how emerging technologies will affect personal and business tasks now and in the future.

Response Attributes

Response attributes should include creating a survey given a list of specific programs. Student should be able to create documents or presentations with a specified program. Students will be able to identify current computer technology vs. aging technology. Response to essay or short answer questions should include how the emerging technologies may influence business locally and/or globally.

Sample Item The student will create a survey using Google documents or survey monkey that collects students' data such as name, grade, email, age, classification to serve as a database resource. Asses or Hypothesize how emerging technologies will influence how companies conduct business. How do the latest technologies influence how you communicate personally with others? Would you do anything different with current technologies in personal use vs. business use? Why or why not.

Which of the following Microsoft computer software is most suitable for writing letters, reports, research paper, and etc.?

a. Wordb. PowerPointc. Accessd. Excel

Answer: A


1.03



Benchmark Identify and describe types of file systems and classify common file extensions based on software application programs used in the workplace environment.


K

Item Types Essay, Short Answer, Multiple Choice, Matching


Students will demonstrate file system knowledge. Student will identify file extensions used based on software application programs.

Content Limits No content limits.Stimulus Attributes

Students will identify different types of file systems and common file extensions used in the workplace.

Response Attributes

Response attributes should include which type of file system to be described.

Sample Item Suppose you are using PowerPoint to save a presentation you have just created. What type of file extension would the file name contain?

a. Docxb. Xlsc. Ppxd. VBG

Answer: C


1.04



Benchmark Use reference materials such as on-line help, vendor bulletin boards, tutorials, and manuals available for application software.


B

Item Types Performance


Students will use the online tutorials and/or manuals to use and learn new skills.

Content Limits

Students will use one on-line tutorial, the help window for the program, and a hard copy manual.

Stimulus Attributes

On-line manuals and tutorials

Response Attributes

Response attributes should include product results and demonstration evaluation rubric.

Sample Item The student will be given a unfamiliar software to learn and create a project with. The student will demonstrate an understanding and present project to the class. A four point rubric will be used to evaluate.

You are writing a report and your teacher requires you to include at least one picture in the document. However, you do not know how to do this. How would you access the tutorial to learn the steps necessary to insert the desired picture?

a. Click on the Insert Menub. Click on the question mark iconc. Click on the References Menud. Click on the File Menu

Answer: B


1.05



Benchmark Demonstrate basic computer file management skills and file naming conventions to accurately organize files into hierarchies by labeling file folders for easy accessibility.


B

Item Types Performance, Essay, Short Answers,


Students will understand and organize the data and files stored on the computer by creating folders.

Students will respond to questions such as, "What is the meaning of file organization techniques?"

Content Limits No content limits. Stimulus Attributes

Stimulus may ask students to create a list of the different types of folders needed. Stimulus may ask students to identify a folder hierarchy.

Response Attributes

Students will be able to create folders for their own use to manage their space and be able to locate information quickly and successfully. MM

Sample Item Students will create folders in their student drive for each area that we will cover. EX: Word Ch. 1, 2, 3 Excel Ch. 1, 2, 3 PowerPoint Ch1 and 2,bell ringers, SAM Projects etc.

You have just embarked on looking for employment over the summer. You have been collecting information concerning job hunting. You want to keep all documents relating to job hunting in one folder. How would you create this new folder?

a. Right-click on the screen, click on new, click on folder, name the folder, press enter, and drag all documents to the newly created folder.

Answer: A


1.06



Benchmark Discuss the process of troubleshooting problems with computer hardware peripherals, including input and output devices in the workplace environment.


B

Item Types Performance, multiple choice


Students will repair minor computer problems (i.e. virus removal, slow system, hardware replacement, startup problems and upgrades).

Content Limits

Limits are for external computer issues only

Stimulus Attributes

Stimulus should include scenarios such as adding more memory, upgrading software or adding drives within a computer, that will allow students to repair computers found with viruses

Response Attributes

Students will be able to pull apart a computer system and put it back together using a computer system model.

Sample Item Re-connect the computer system using the sample system model. The model should contain memory, hardware components and software. Write a brief statement regarding the anti-virus software, the amount of storage and software that will be installed on the system.

12. An auxiliary device that works in conjunction with a computer to provide extra capabilities is called a(n):a) Peripheralb) CPUc) Computer Virusd) Accessory

Answer: A


1.07



Benchmark Describe ethical issues and problems associated with computers and information systems, including federal laws against anti-piracy with computers and PC software security protection.

Also Assesses 4.03(K)nowledge (P)erformance or (B)othItem Types: Multiple Choice

Benchmark Clarification: Students will be able to identify and describe ethical issues and problems dealing with computers and information systems. Students will be able to identify federal laws and software that are available to combat these issues.Content Limits: N/AStimulus Attributes

Response Attributes

Sample Item:Computer technology is constantly changing and that poses a threat to ethical issues and problems associated with computers and information systems. The following are ethical problems associated with computers except

a. Unauthorized use of hardwareb. Theft of softwarec. Hacking and data theftd. Creating a deterrent for crimes

Answer: D


1.08



Benchmark Apply ergonomic principles applicable to the configuration of computer workstations.


B

Item Types Essay, Multiple Choice, Performance


Students will demonstrate understanding of the guides to setting up an ergonomic computer workstation. Students will be able to identify ergonomic hazards after studying an illustration of an ergonomic workstation. Students will explain, using short essay questions, the steps needed to eliminate the hazards.

Content Limits

No content limits

Stimulus Attributes

Stimulus may direct students to create an ergonomic workstation using photos

Response Attributes

Students should be able to create and explain what makes an office ergonomic. MM

Sample Item Create an ergonomic workstation using photos from magazines and placing them in the empty office worksheet. Write a summary about why the office set-up you have chosen ʺ ʺ

is the best for the type of workstation that is on the worksheet.

When adjusting your seat height in-front of a computer, how must your feet be positioned on the floor?

a. Flatb. Parallelc. Perpendiculard. Off the floor


2.01

Standard 02.0 DEMONSTRATE COMPREHENSION AND COMMUNICATION SKILLS.


Benchmark Read and comprehend technical and non-technical reading assignments related to course content including trade journals, books, magazines and electronic sources.


P

Item Types PerformanceBenchmark Clarification

Students will use the internet to conduct research on trade or other technical terms. Students will present their findings in oral reports.

Content Limits

Appropriate county approved web sites

Stimulus Attributes

Stimulus may include the use of word processing software and the Internet to create a research paper on trade and terminology associated with trading.

Response Attributes

Response would include creating a research paper or PowerPoint explaining "What is a trademark or service mark? What are the different types of marks? What factors should be considered when choosing a strong trademark? Explaining the difference between a trade name and a trademark."

Sample Item Student will type a 500 word research paper regarding the types of marks, the factors to consider when choosing a trademark, explaining the difference between a trade name and a trademark.

What would best represent and distinguish a company’s products in the marketplace?

a. Trade nameb. Commercialsc. Trademarkd. Billboards

Answer: C


2.02

Standard 02.0 DEMONSTRATE COMPREHENSION AND COMMUNICATION SKILLS-


Benchmark Write clear and well-organized research papers using MLA or APA documentation formats, integrating software applications for documentation setup. Demonstrate knowledge of ethical behavior regarding plagiarism and copyright violations.

Also Assesses LA.910.3.1.1, LA.910.3.1.2, LA.910.3.1.3, LA.910.3.2.1, LA.910.3.2.2 LA.910.6.4.1, LA.910.6.4.2, LA.1111.6.4.1, LA.1112.6.4.2, Ethical Behavior: LA.910.6.2, LA.910.6.2.1, LA.910.6.2.2, LA.910.6.2.3, LA.910.6.2.4, LA.910.6.3, LA.910.6.3.1, LA.910.6.3.2, LA.910.6.3.3LA.1112.3.1.1, LA.1112.3.1.2, LA.1112.3.1.3, LA.1112.3.2.1, LA.1112.3.2.2 LA.1112.6.4.1, LA.1112.6.4.2, LA.1111.6.4.1, LA.1112.6.4.2, Ethical Behavior: LA.1112.6.2, LA.1112.6.2.1, LA.1112.6.2.2, LA.1112.6.2.3, LA.1112.6.2.4, LA.1112.6.3, LA.1112.6.3.1, LA.91112.6.3.2, LA.1112.6.3.3

(K)nowledge (P)erformance or (B)oth

B

Item Types Essay, Multiple Choice, Short AnswerBenchmark Clarification

Students will draft a research. Paper. After drafting the research paper, students will use MLA style or APA style guidelines to create the research paper. This will include proper parenthetical citations along with a properly formatted "Works Cited" page. Students will use previously created documents in Word and Excel to integrate charts from Excel and Word, insert graphics and pictures from various sources to include clip art and the internet, and include hyperlinks they create to access outside web pages necessary to the content of their paper. Students will also create footnotes or endnotes within the research paper. Students will identify examples and consequences of plagiarism and copyright infringement in a separate typed report.

Content Limits

ONLY USE MLA STYLE

Stimulus Attributes

Stimulus may include word processing software that will allow the students to create a research paper by using the guidelines of a MLA style or a APA style paper. Stimulus may include the integration of spreadsheet, pictures, graphics, hyperlinks, etc. Stimulus may include references, footnotes or endnotes, and parenthetical citations. Stimulus may include the knowledge of plagiarism and copyright infringement.

Response Attributes

Response would include creating a research paper by: putting a header with the last name and page number, doubled-space text, first-line indent of paragraphs, insert a citation and create its source, insert a footnote reference mark, insert a citation placeholder, create a bibliographical list, create a hanging indent of bibliographical list.

Sample Item .Student will write a five-paragraph essay in MLA style. Students will use notes from Chapter 1 - Money Really Matters

(http://www.bygpub.com/books/tg2rw/chap1excerpt.htm) from the book, The Teenagers Guide to the Real World.

Essay will consist of header, doubled-space paragraphs, first-line indent, insert a citation and create its source, insert a footnote reference mark and then insert footnote, and create a bibliographical list with hanging indent.


2.03



Benchmark Prepare and deliver a report using appropriate presentation software.

Also Assesses LA.910.5.2, LA.910.5.2.1, LA.910.5.2.2, LA.910.5.2.3, LA.910.5.2.4, LA.910.5.2.5, LA.1112.6.2, lA.1112.6.2.1, LA.1112.6.2.2, LA.1112.6.2.3, LA.1112.6.2.4, LA.1112.6.3, LA.1112.6.3.1, LA.91112.6.3.2, LA.1112.6.3.3


B

Item Types Essay, Multiple ChoiceBenchmark Clarification

Students will create and demonstrate the knowledge of preparing and delivering a report through presentation software with enhanced technology skill (with the integration of spreadsheets, graphics, sound, clipart, SmartArt, etc.).

Content Limits

No content limits

Stimulus Attributes

Stimulus should include presentation software that will allow the preparation and deliverance of a report through presenting with enhanced technology skill (with the integration of spreadsheet, graphics, sound, clipart, SmartArt, pictures, etc.)

Response Attributes

Response would include creating a presentation and delivering of the report would include: inserting a file as an object, inserting graphics, inserting a sound clip, inserting clipart, inserting SmartArt, inserting pictures, and etc.

Sample Item Prepare a PowerPoint presentation on the subject of your choice. Presentation must include embedded graphics (as objects), a video clip and an audio clip. Should also include clipart and a spreadsheet.


2.05



Benchmark Take notes, organize, summarize, and paraphrase main ideas and details using various note taking systems and reading strategies.

Also Assesses LA.910.1.7, LA.910.1.7.1, LA.910.1.7.3, LA.910.1.7.8, LA.1112.1.7, LA.1112.1.7.1, LA.1112.1.7.3, LA.1112.1.7.8


B

Item Types Essay, Multiple ChoiceBenchmark Clarification

Students will demonstrate the knowledge of knowing how to take notes, organize, summarize, and paraphrase main ideas and details using various note taking systems and reading strategies.

Content Limits

Note taking strategies will be approved individual school focus.

Stimulus Attributes

Stimulus will include requirements and standards for note taking strategy (Individual school focus strategy).

Response Attributes

Response would include the student reading a passage and then responding to the passage by filling in a chosen note-taking form by organizing, summarizing, and paraphrasing the main ideas and details.

Sample Item Student will read Chapter 1 - Money Really Matters

(http://www.bygpub.com/books/tg2rw/chap1excerpt.htm) from the book, The Teenagers Guide to the Real World. While reading, he/she will record notes by using Cornell notes. He/She will paraphrase the main ideas and detail in an organize manner He/She will summarize the notes at the end of the Cornell notes.


3.01

Standard 03.0 USE TECHNOLOGY TO ENHANCE THE EFFECTIVENESS OF COMMUNICATION SKILLS-


Benchmark Select and use word processing software and accompanying features to enhance written business communications.

Also Assesses 3.03, 3.04, LA.910.3.1.3, LA.910.3.5, LA.910.3.5.1, LA.910.3.5.2, LA.910.3.5.3, LA.910.6.3, LA.910.6.3.1, LA.910.6.3.2, LA.910.6.3.3, LA.910.6.4, LA.910.6.4.1, LA.910.6.4.2, LA.1112.3.1.3, LA.1112.3.5, LA.1112.3.5.1, LA.1112.3.5.2, LA.1112.3.5.3, LA.1112.6.3, LA.1112.6.3.1, LA.1112.6.3.2, LA.1112.6.3.3, LA.1112.6.4, LA.1112.6.4.1, LA.1112.6.4.2


P

Item Types Performance Assessment Benchmark Clarification

Students will create word processing documents from a blank form. Students will create letters, research papers, resumes, flyer's, envelopes, etc. by applying all applicable formats.

Content Limits

No content limits

Stimulus Attributes

Stimulus may direct students to create a flyer from a blank document. Stimulus may include the creation of a letter from a blank form in block style, modified block style or modified semi-block style. Stimulus may include the creation of an envelope from a blank document. Stimulus may include the creation of a resume from a blank document. Stimulus may include the creation of a research paper from a blank document.

Response Attributes

Response

would include creating a flyer that includes: creating a blank line, changing

style sets, font styles, and color style, center a paragraph, change the font

size of selected text, change the font of selected text, bullet a list of

paragraphs, bold text, underline a word, italicize test, change theme colors

and theme font, insert a picture, apply a picture style, change a picture

border color, resize a graphic, add a page border, change spacing above and

below paragraphs, and change document properties. Response would include

creating a letter that includes: putting in the date, the inside address, the

salutation, the body, the closing, and the signature block to the block style

letter, modified block style letter, or modified semi-block style letter. Response

would include creating a resume that includes: putting in the name, address,

email, and website information along with an objective, education, experience,

skills, hobbies, and references. Response would include creating a research

paper by: putting a header with the last

name and page number, doubled-space text, first-line indent of paragraphs,

insert a citation and create its source, insert a footnote reference mark,

insert a citation placeholder, create a bibliographical list, and apply a

hanging indent of bibliographical list.Sample Item Create a formal business letter to an assigned company, following guidelines prescribed in

rubric. In a business letter, type the ____ at least four blank lines below the complimentary close, allowing room for the author to sign his or her name.

a. Inside address b. Signature blocks c. message d. salutation

Answer: B


3.02


The student will be able to:Benchmark Share and maintain documents by applying different views and protection to a document

and manage document versions. Share and save a document and apply a template.

Also Assesses LA.910.3.5, LA.910.3.5.1, LA.910.3.5.2, LA.910.3.5.3(K)nowledge (P)erformance or (B)oth

B

Item Types Extended Response, Multiple ChoiceBenchmark Clarification

Students will do the following: create, share, and save a template; add a page border, a page background color, a page background pattern; apply a theme; modify a theme by mixing color sets, font sets, and effects; change the page margins; switch the page orientation; select the paper size; insert a header, footer, and page number; change the format of page numbers, enter properties in the document information panel; enter properties in a Keywords property control; display properties in a browsing dialog box; insert, edit, and remove a hyperlink; apply common settings in Word Options dialog box.

Content Limits

There are no content limits for creating documents in a word processing systems.

Stimulus Attributes

Stimulus may include instructions for creating, sharing, and saving a template, from a blank form. Stimulus may direct students to create a flyer that adds a page border, a page background color, a page background pattern, application or modification of a theme by mixed colors/fonts/styles. Stimulus may ask students to enter properties in the document information panel such as keywords in the property control. Stimulus may include creating a MLA style research paper that includes inserting a landscape spreadsheet and that requires changing the margins and inserting footer on that page only. Stimulus may direct students to create an AutoCorrect Entry in the Word Options dialog box during the creation of the research paper. Stimulus may include a semi-business plan that includes a cover page, table of contents, a cover letter, a statement of proposal, and company description. Stimulus may direct students to add numbers to the semi-business plan with the format of the cover page, and may require that the table of contents be in a different format. Stimulus may include creating a letterhead template that includes an email address (email address automatically defaults to a hyperlink) and hyperlink should be edited to be an email address without the hyperlink *Last sentence here is confusing.. pwc (we can take the MLA style research paper out if we need to) Also, look at MLA vs. APA style. Why are we using MLA here, when we used MLA and APA in the earlier standard?

Response Attributes

Response would include creating a letterhead template by:

including complete legal name of the individual, group, or company; complete

mailing address: street address including building, room, suite number, or post

office box, along with city, state, and postal code; telephone number(s) and fax

number, Web address, and e-mail if they exists. Response would include creating

a flyer that includes: creating a blank line, changing style sets, font styles,

and color style, center a paragraph, change the font size of selected text, change

the font of selected text, bullet a list of paragraphs, bold text, underline a

word, italicize test, change theme colors and theme font, insert a picture, apply

a picture style, change a picture border color, resize a graphic, add a page

border, change spacing above and below paragraphs, and change document

properties. Response would include creating a flyer that includes: creating a

blank line, changing style sets, font styles, and color style, center a

paragraph, change the font size of selected text, change the font of selected

text, bullet a list of paragraphs, bold text, underline a word, italicize test,

change theme colors and theme font, insert a picture, apply a picture style,

change a picture border color, resize a graphic, add a page border, change

spacing above and below paragraphs, and change document properties. Response

would include creating a research paper by: putting a header with the last name and page

number, doubled-space text, first-line indent of paragraphs, insert a landscape

spreadsheet that requires and inserting a footer on that page only explaining

the page and add a number to that in sequence with the rest of the research

paper, create an AutoCorrect Entry in the Word Options dialog box, create a

bibliographical list, and apply a hanging indent of bibliographical list. Response

would include creating a semi-business plan by: including a cover page, table

of contents, a statement of proposal, and company description; the pages of the

business plan would be numbered with the cover page and table of contents being

numbered in a different format.Sample Item 1. Create a letterhead and save as a template. 2. Create a document. Save the document

and perform the following changes: change font, change text color, and add graphics. 3. Create a flyer without using a template.


3.03


The student will be able to:Benchmark Format content to a document by applying font, paragraph attributes, indent and tab

settings to text and paragraphs. Apply spacing settings to text and paragraphs. Navigate and search through a document, create and manipulate tables.


P

Item Types: Multiple ChoiceBenchmark Clarification; Students will be able to create and manipulate data in several computer software such as MS Word.

Content Limits: N/AStimulus Attributes

Response Attributes

Response would include creating a flyer that includes: creating a blank line, changing style sets, font styles, and color style, center a paragraph, change the font size of selected text, change the font of selected text, bullet a list of paragraphs, bold text, underline a word, italicize test, change theme colors and theme font, insert a picture, apply a picture style, change a picture border color, resize a graphic, add a page border, change spacing above and below paragraphs, and change document properties.

Sample Item

You are creating a flyer for the fundraising your Technology Club is putting together next month when you realized that the point of contact would have a greater impact if it was in bold. How would you go about doing that?

a. Select text and click on B on the Home Menu.b. Put the cursor on the text and right-click on Bold.c. Select text and left-click on bold.d. Select text and click on the Page Layout Menu.

Answer: A


3.04


The student will be able to:Benchmark Apply page layout and reusable content by editing and manipulating page setup settings and

applying themes. Construct content by using the building blocks tools. Create and manipulate page backgrounds, headers and footers.


B

Item Types: Multiple ChoiceBenchmark Clarification: Students will be able to create and manipulate content through the page setup settings and by applying themes to documents.Content Limits: N/AStimulus Attributes

Response Attributes

Response would include creating a flyer that includes: creating a blank line, changing style sets, font styles, and color style, center a paragraph, change the font size of selected text, change the font of selected text, bullet a list of paragraphs, bold text, underline a word, italicize test, change theme colors and theme font, insert a picture, apply a picture style, change a picture border color, resize a graphic, add a page border, change spacing above and below paragraphs, and change document properties.

Sample Item

Suppose you are writing a report and you would like to emphasize this paragraph by placing it in the center of the page. What steps would you take to do that?

a. Select paragraph, and then click on the center icon on the paragraph section on the home page.b. Select paragraph and press CTRL C.c. Press the center icon and the paragraph will be centered.d. Select all and press Center.

Answer: A


3.05


The student will be able to:Benchmark Use image design theory and software to create illustrations, shapes, and graphics and

include a selection in a document. Insert and format pictures, shapes, and clipart. Apply and manipulate text boxes.

Also Assesses Apply page layout and reusable content by editing and manipulating page setup and applying themes.


P


Students will use image design and software to create illustrations, shapes, and graphics and students will include a selection in a document. Students will insert and format pictures, shapes, and clipart. Students will apply and manipulate text boxes.

Content Limits

Limits are software available to use for this

Stimulus Attributes

Stimulus will require students to use software components that utilize that skill. Ex. PowerPoint. Stimulus may use illustrations, shapes, graphics, pictures, shapes, clipart, and text boxes in their presentation. *This is confusing, especially the first sentence. Can we re-write for clarity?

Response Attributes

Response would include creating a research paper by: putting a header with the last name and page number, doubled-space text, first-line indent of paragraphs, insert a landscape spreadsheet that requires and inserting a footer on that page only explaining the page and add a number to that in sequence with the rest of the research paper, create an AutoCorrect Entry in the Word Options dialog box, create a bibliographical list, and apply a hanging indent of bibliographical list.

Sample Item Stimulus: "What skills are needed to create an excellent PowerPoint presentation?"

Create a PowerPoint presentation to include ten slides. The first slide being a "Title" slide and the last slide a "Reference" slide. The remainder of the slides needs to include titles, subtitles, bullets, illustrations, graphs, pictures, shapes, graphics, clipart, and text boxes. A hard copy should be submitted to the instructor prior to the presentation in order that the project may be "proofread," and corrections noted. The student will then proofread and correct all errors to ensure that the final submission and presentation had been correctly formatted.


3.06


The student will be able to:Benchmark Proofread documents by validating content through the use of spell and grammar check.

Configure autocorrect settings, insert and modify comments in a document.


P


Students will proofread documents by validating content through the use of spell and grammar check. Students will configure autocorrect settings, insert and modify document comments in a document.

Content Limits

Items are limited to proofreading software components such as "Word," "PowerPoint," "Excel," and "Access." Items will be limited to those with errors in spelling, grammar, styles, backgrounds, graphic components, animation, etc. already identified. Items will not ask students to identify errors in spelling and grammar. Items are limited to those in which students are able to access the autocorrect feature in each software component. Items are limited to those in which the student has the capability of adding and deleting comments in a document.

Stimulus Attributes

Stimulus may require students to use software components that utilize these skills *Which skills? Ex. Word. Stimulus would need to observe "modeling" by the instructor related to proofreading a software component and then practice these skills using various software examples. Stimulus would need to demonstrate the mastery of the skill using "Spell and grammar check," realizing the limitations of this component. This is worded in a confusing manner - can we re-word for clarity?

Response Attributes

Response would include creating a semi-business plan by: including a cover page, table of contents, a statement of proposal, and company description; the pages of the business plan would be numbered with the cover page and table of contents being numbered in a different format; Responses may include demonstrating mastery of finding and using the autocorrect feature including inserting and modifying comments.

Sample Item Have the students proofread documents that have been typed using "Word," "PowerPoint," "Excel," and "Access." Have students observe modeling from the instructor using one of the software components and proofreading the document "out loud" while the students follow along. Then have the students exchange papers and proofread the documents that have been submitted by their fellow classmates, marking errors and making suggestions to improve their documents.

Stimulus: What skills are needed to master using the "autocorrect" feature of each of the software components?" The teacher will demonstrate how to use the "autocorrect" feature using the overhead in the classroom. The instructor will go through several examples using this feature. The teacher will then give the students short exercises to complete using this component, observing their mastery of this skill. One hundred percent will be given if the student is able to complete this exercise "on the first try." Twenty percent will be deducted for each incorrect attempt using this skill. If a student cannot master this exercise with at least a score of 70%, the skill will be re-introduced until the students develop a mastery of this problem.


3.07

Standard

Benchmark Apply references and hyperlinks, create end and footnotes, and create a table of contents in a document.


B


Students will apply references and hyperlinks. Students will create end and footnotes. Students will create a table of contents in a document.

Content Limits

Students will use MLA or APA format

Stimulus Attributes

Stimulus will require students to demonstrate a mastery of the reference module in "Word" which includes creating references in either APA or MLA style, creating either endnotes or footnotes or both, and creating a table of content.

Response Attributes

Responses would include the student creating either a "Reference," or "Works Cited" page printed from correctly inserted citations. Responses would include creating hyperlinks within a research paper related to outside web sites. Responses would include creating end and footnotes in a research paper. Responses would include creating a table of contents for a research paper.

Sample Item Stimulus: How would students demonstrate a mastery of creating references, works cited, hyperlinks, end notes, footnotes, and a table of content? Introduce a Unit (a cross curriculum unit) to include the English instructors,that gives the students instructions in typing a paper in correct APA or MLA style. Have the students type a research paper in either APA or MLA style. They would create either a "reference" page or "works cited" page in a word document. Also have the students create hyperlinks related to outside websites that enhance information included in their research paper. Observe students creating and using hyperlinks. Finally have students create end notes and footnotes in a research paper using superscripts in a correct format. Have students create a table of contents for their research paper demonstrating how to use ellipses and automatic page numbering.


3.08

Standard

Benchmark Perform various mail merge options.


B

Item Types Short answer, PerformanceBenchmark Clarification

Students will be able to explain how to mail merge documents, identifying the options needed to complete this task. Students will perform various mail merge options. Students will merge a database in access with a letter in word.

Content Limits

Items are limited to merging names and addresses from a saved database in a software component such as "Access."

Stimulus Attributes

The stimulus will require students to demonstrate mastery of using the mail merge option in "Word." The stimulus will require student to merge names and addresses from a saved database file correctly.

Response Attributes

Responses would include students merging a word document such as a business letter with a saved database.

Sample Item Stimulus: What skills are needed to merge a business letter with a saved database? Have students type a business letter using "Word," and enter names and addresses into a database using "Access." Model merging business letters and databases showing students the "step by step" procedure for completing a "mail merge." Have students practice merging a business letter with a saved database. Give the students an exercise in which they are required to merge a business letter with a saved database. Grade the merged letters for correct formatting, spelling, and grammar usage. The students will have 2 points deducted for every mistake not corrected.

You have a saved database and a saved business letter document your teacher asked you to merge. Which of the following is the correct step to merging two documents?

a.

Reporting CategoryBenchmark Number 4.01Standard 04.0 Use computer networks, Internet and online databases to facilitate collaborative or

individual learning and communication.


Benchmark Demonstrate how to connect to the Internet and use appropriate Internet protocol. Identify and describe web terminology, addresses and how browsers work.


B

Item Types: Multiple ChoiceBenchmark Clarification: Students will show that they understand how to connect to the Internet. Students will be able to identify and describe Internet vocabulary.Content Limits: N/AStimulus AttributesResponse AttributesSample ItemThe coding specifications inserted into computer text that indicate how Web pages should be displayed by browsers are referred to as

a. Javab. JPEGc. Hypertext Markup Languaged. Multipurpose Internet Mail Extension

Answer: C


4.03

Standard 04.0 Use computer networks, Internet and online databases to facilitate collaborative or individual learning and communication.

The student will be able to:Benchmark Describe information technology terminology, including Internet, intranet, ethics, copyright

laws, and regulatory control.

Also Assesses 1.07, 4.08(K)nowledge (P)erformance or (B)oth

K

Item Types Short Answer, Matching, Multiple Choice,Benchmark Clarification

Students will define terminology and identify or label drawings of IT items such as Internet/intranet, hardware, etc. Students will identify or summarize the concepts involved in computer ethics, copyright and regulatory controls.

Content Limits

For items asking students identify or summarize concepts, scenarios must be provided.

Stimulus Attributes

The stimulus should demonstrate mastery of the definitions. Graphics should be used to label IT items. Scenarios will be written so the student can identify the concepts connected to copyright, computer ethics and regulatory control

Response Attributes

Responses would include students defining the words using the standard definitions, diagrams, foldable, or flash cards.

Sample Item How did the Internet begin? What is a small program that can copy itself repeatedly in a computer system and cause a variety of problems? What is HTTP? What is unwanted e-mail is known as? Which is not a legitimate use of copyrighted material? A copyright is a _________ that protects the owner and their creative works. A copyright owner has the right to____________. The use of a small portion of copyrighted material for educational purposes and mention the source is called _______. What is ROM? What is RAM? Compare and contrast the Internet and Intranet. Label the parts of the computer using the image; identify the parts of the computer.

A copyright is a ________________________ that protects the owner and their creative works.a. patent b. Fair use c. Ethics e. citation

Answer: A


4.04

Standard 04.0 Use computer networks, Internet and online databases to facilitate collaborative or individual learning and communication.

The student will be able to:Benchmark Demonstrate proficiency using search engines and search tools.


B

Item Types Short Answer, Multiple choiceBenchmark Clarification

Students will identify how search engines and tools work. Students will identify expected results from use of search engine. Students will identify and use Boolean strategies. Students will modify searches. Students will predict outcomes of searches. Students will use categorizing tools.

Content Limits

No content limits

Stimulus Attributes

Stimulus should include screen shot graphics for identification purposes. Stimulus may include scenarios asking students to predict the outcome of a search.

Response Attributes

Responses would include the student being able to label and identify the required information in the screen shots. It would also include a predicting the outcome of searches using the different search engines.

Sample Item

What is a search engine? How does a search engine work?

What are "Key Words'? Identify the Boolean Operators. What would you

expect to happen if you were searching the Internet for "islands NOT

Hawaii"? What would you expect to happen if you were searching the Internet

for "Hawaii AND Pearl Harbor"? What would you expect to happen if you

were searching the Internet for "Pearl Harbor, Hawaii 1942"? What would

you expect to happen if you were searching the Internet for "Hawaii OR

Pearl Harbor?


4.05

StandardBenchmark Use various web tools, including: downloading files, transfer of files, telnet, PDF, plug-ins, and data

compression. Identify Boolean search strategies.


B

Item Types Performance, short answer, matchingBenchmark Clarification

Students will identify Boolean search strategies. Students will relate the use of the web tools listed in the benchmark to different situations. Students will differentiate between different web tools listed in the benchmark.

Content Limits

Items relating to Boolean search strategies will be limited to multiple choices, short answers or matching. Items relating to use of web tools SHOULD be On-demand performance but may be set as order type

Stimulus Attributes

Stimulus should include screen shot graphics for identification purposes. Stimulus may include scenarios asking students to identify web tool use.

Response Attributes

Students will be able to download files etc. to the correct location when asked by the instructor. They will be able to use the appropriate search engine to find required information as needed to solve the problem presented.

Sample Item What is a web tool? Compare and contrast a computer based presentation tool and a web 2.0 tool? What is a common protocol for transferring files? Explain the steps to transfer a file from the user's computer to a web tool like Microsoft Skydive, or Google Drive. What does "download" refer to? Describe the difference between a down load and up load of a file. Describe the steps involved to transfer data from the hard drive to a USB device. What type of data can be transferred between the Internet and mobile device? Define Telnet. Give an example of what Telnet can do. What is a PDF? What kind of data can be saved as a PDF? Are all PDFs editable? Can you convert a PDF into a different file format? Why would you save data documents as a PDF? In computing, what is a Plug-In? Give an example of a Plug-In for software. Give an example of a Plug-In for hardware. What is data compression? Why would you want to compress data? How can you compress a picture for e-mail? Completion: The basic Boolean operators are? (covered in benchmark 4.04)


5.01

Standard 05.0 Use database and spreadsheet applications. The student will be able to:

Benchmark 05.01 Manage the worksheet environment by navigating through and printing a worksheet. Personalize the environment by manipulating the ribbon tabs, group settings, importing data, manipulating properties, files and folders.


P

Item Types On-demand performanceBenchmark Clarification

Students will manipulate worksheet environment by changing settings to required criteria

Content Limits

The content is limited to hands on/performance items using spreadsheet software.

Stimulus Attributes

Stimulus should include existing data in spreadsheet software.

Response Attributes

When given a specific set of instructions, the student will be able to manipulate the data to make the correct changes to the worksheet and save accordingly.

Sample Item In the spreadsheet, rename the tab titled "XX" to "XX". Reorder the tabs to be alphabetical order. Add a different color to all the tabs. Copy the tab titled "XX" to a new workbook. Add a new worksheet to the workbook. Save the workbook as an older version of the software. Import data from the delimited list into the active worksheet. Copy the data from the word-processing file into the cells of the spreadsheet. Add your name to the author properties of the file. Place the word "XYZ" as the subject of the file. Protect the worksheet so it is "read only". Inspect the document for Metadata and personal information. Remove all data. Mark the document as "Final".


5.02


Benchmark Create cell data, apply auto fill and hyperlinks.Also Assesses(K)nowledge (P)erformance or (B)oth

B


Students will create cell data including alpha and numeric, formulas and insert hyperlinks,; Students will use auto fill to continue a number sequence, formula

Content Limits


Stimulus Attributes

Stimulus should include spreadsheet software and indicate what data to input, what type of formula to input, or what kind of desired output from a formula. Stimulus will indicate specific directions for inserting a given hyperlink. Stimulus will direct what cells to auto fill for a sequence.

Response Attributes

Students will be able to perform required tasks in the worksheet. They will demonstrate knowledge of hyperlinks by attaching a link to the correct cell or sheet. They will use the correct formulas based on the criteria given. They will print the worksheet with the required header and footer information as well as save to the correct locations.

Sample Item Attach a hyperlink using "www.islandtimes.com" to the text indicating the name of the company in cell XX. On the logo in cell A1, create a hyperlink and point it to cell A1 on the "XX" sheet. Create row headings for the data in cells A3:A6 using "Northeast", "Northwest", "Southeast", "Southwest". Using the data in cells B5:G5, create the name range called "Northwest". Create a formula to total column B. Put the answer in Cell B9. Finish the series of months in row 2 by using AutoFill.


5.03

Standard 05.0 Use database and spreadsheet applications. The student will be able to:Benchmark Format cells and worksheets by applying cell formats, merging and splitting cells, create row

and column titles, hide and unhide column titles, rows and columns. Manipulate page set up options. Create and apply cell styles.


P

Item Types On-demand performance, portfolio performanceBenchmark Clarification

Students will format cells (cell contents, cell type; Students will merge/unmerge cells; Students will add row and column titles and format these cells; Students will hide/unhide cells, columns, rows, entered data; students will demonstrate knowledge of page options and how to apply them

Content Limits


Stimulus Attributes

Stimulus should include existing data in a spreadsheet software to format

Response Attributes

Students will manipulate an existing spreadsheet according to specific criteria.

Sample Item Format the number cells into a percentage. Format the number cells to indicate that it is in money format. Format the number cells to include 2 decimals. Merge cells XXX. Merge and center Cell XXX. Unmerge cell XXX. Split cell XXX. Create column headings to represent the months of the year. Create row headings to represent the months of the year. Hide the columns/rows XXX. Unhide column/rows XXX. Change the page orientation to Landscape. Set the page margins to narrow. Shrink the page to 80 %.Show the gridlines on the spreadsheet. Apply the Elemental Theme. Apply the Calculation style to the worksheet. Modify the font of the cell. Add borders to a cell range. Change the column width to “something specific”. Change the row height to “something specific” .Align the cell content to center. Fill a cell range with color. Change the font color to red.


5.04


Benchmark Manage worksheets and workbooks by creating and formatting worksheets and manipulating views.


P


Students will create new worksheets and format the worksheet to specific criteria; Students will manage worksheets and workbooks by formatting the worksheet to specific criteria; Students will demonstrate knowledge of views including full page view, custom view, page layout

Content Limits

The content is limited to hands on/performance items

Stimulus Attributes

Stimulus should include spreadsheet software and indicate what specific criteria to input and format. Stimulus verbiage should indicate what spreadsheet view to use.

Response Attributes


Sample Item Move the XX worksheet to before the XX worksheet. Rename the XX worksheet to “Quarter 1”.Delete the first worksheet. Add a new worksheet between the “XX and XX” worksheets. Hide the “XX and XX” worksheets. Unhide the “XX and XX” worksheets. Change the color of each tab to a different color. Copy the template worksheet and move it to end. Copy the “Quarter 1” worksheet and move it to a new workbook. Name the new work book “New Year”. Freeze the first column of the spreadsheet. Freeze the top row of the worksheet. View the workbook in “normal” view. View the worksheet in Page Break view. Move the Page Break column to include the next column. Split the “xx” worksheet window. Create two new windows to view the workbook in different windows


5.05


Benchmark Apply formulas and functions by creating formulas, enforcing precedence and cell formula references. Apply conditional formula logic, name and cell ranges.


B

Item Types performance - on - demand, multiple choice and matchingBenchmark Clarification

Students will construct and execute formulas including sum, difference, multiplication, division; Students will create a logic formula (IF) and be able to explain the expected results of the formula; Students will describe the cause and effect of the terms: count, min, max and how to apply them. Students will label name ranges.

Content Limits

Items can be written so students identify and expected outcome to a formulas. Items can be written so students can identify steps taken to label a name range. Students can write a formula and explain the desired result or the content is limited to hands on/performance items

Stimulus Attributes

Stimulus should include spreadsheet software and indicate what specific criteria to input and format. Stimulus verbiage should indicate what spreadsheet view to use. Stimulus will ask for a description of the expected outcome of a formula for count (numbers and cells with content), min, and max. Stimulus should include existing data in spreadsheet software to label for name ranges.

Response Attributes


Sample Item What do all formulas start with? What is the symbol for multiplication? What is the symbol for division? What is the symbol that represents an absolute reference? Use Auto sum to find the total of column XXX. Calculate the sum of the all the data in column XX. In cell XX, calculate the net income by deducting the expenses from the total income. Find the average grades for students on the last quiz and put the answer in cell XX. Find the minimum number of based on the data in column XX. Find the maximum number based on the data in row XX. Count the number of XX in cell range XYZ. Find the number of cells containing the word “Universal” in cell range XYZ. Name the cell range from cell XX:XX “North In” cell XX, have the text “yes” show if the total of column XX is greater than 20,000, and “No” if is less than 20,000.Copy the formula in cell XX into cell XX. Calculate the cost of the product including the sales tax listed into cell XX.


5.06


Benchmark Demonstrate data visually by creating and modifying charts and images.Also Assesses(K)nowledge (P)erformance or (B)oth

P

Item Types performance - on- demandBenchmark Clarification

Students will select data to create a chart; Students will asses various types of data and determine which type of chart would best display the data. Students will modify charts data, design, layout, or format,

Content Limits


Stimulus Attributes

Stimulus should include existing data in spreadsheet software to work with to create, modify or edit charts and chart types. Stimulus will identify what kind of data is to be presented in chart form and determined which type of chart would best be used for that situation, then modify a chart for that chart type recommended.

Response Attributes


Sample Item Create a bar chart from the data to compare the number of books sold for the first six months of the year. Create a line chart to display the trend in action series based on the data available. Create a pie chart to display the contribution from each group. Change the chart type from XX to XX. Add a chart title. Switch the row and column data. Show the legend to the right of the chart data. Show chart wall/floor. Change the Chart style to “Gradient Fill-Gray, Outline-Grey”. Apply Quick Style 21 to the new chart.


5.07


Benchmark Share worksheet data through email, changing file type and different versions. Manage comments.


P

Item Types performance-on-demand, multiple choice and matchingBenchmark Clarification

Students will insert and view comments in cells; Students will describe how to share a worksheet via e-mail. Students will save the worksheet into a different file format. Students will change the file format as a .xls or .xlsx document.

Content Limits

The content is limited by students’ ability to access email on school computers. Some content is limited to hands on/performance items.

Stimulus Attributes

Stimulus should include existing data in spreadsheet software to work with. Stimulus will include lists of procedural steps to organize for matching.

Response Attributes


Sample Item What steps would you take to attach the “XX workbook” as an attachment to E-mail? What steps would you take to place the worksheet data into the body of an E-mail?

Answer: Change the file type to an earlier version of Excel and save it to the default folder. Change the file type to an Excel 97-2003 version and save it to the default folder. Change the file type to a PDF and save it to the default folder. Change the file type to template and title it XXXX. Save it to the default folder. Insert a comment in cell XX with the text “check for latest prices”.

Reporting CategoryBenchmark Number 5.08Standard 05.0 Use database and spreadsheet applications. The student will be able to:

Benchmark Analyze and organize data through filters, sorting and applying conditional formatting.Also Assesses(K)nowledge (P)erformance or (B)oth

B

Item Types performance-on-demand, multiple choice and matchingBenchmark Clarification

Students will sort data using various filters; Students will remove duplicates; Students will group/ungroup data

Content Limits The content is limited to hands on/performance itemsStimulus Attributes Stimulus should include existing data in a spreadsheet software to manipulate to analyze, filter

and apply conditional formattingResponse Attributes Students will manipulate an existing spreadsheet according to specific criteria.Sample Item Sort the data in column XX in ascending order. Sort the data in column XX in descending

order. Sort the data in the spreadsheet first by column XX then by column XX. Filter the information in column XX to show the quantity of 250 or more only. Filter the information to locate the names that begin with the letters D and F only. Filter the data to identify only the student who passed the exam. Use conditional formatting on the spreadsheet data in cells A5:C10 to the color scale of Yellow-Red. Use conditional formatting to show the top 5 % of sales, using green fill-dark green text.


6.01

Standard 06.0 Develop an awareness of management functions and organizational structures as they relate to today’s workplace and employer/ employee roles.


Benchmark Explore, design, implement, and evaluate organizational structures and cultures for managing project teams.


P


Students will explore, design, implement and evaluate organizational structures and cultures for project teams by working in project teams.

Content Limits


Stimulus Attributes

Stimulus should include a rubric and outcome format.

Response Attributes

Student will work in teams, plan team structure and describe individual responsibilities of each team member to complete a given task. *Recommend against including in blueprint, since impossible to assess this format on a standardized assessment.

Sample Item Create an organizational structure for your team and assign duties for each member to perform one of the following tasks. 1. Create a new club that has a community service goal such as: clean up school or provide tutoring service. 2. Plan and organize a fundraiser for class homecoming float.


6.02


The student will be able to:Benchmark Explore and demonstrate an awareness of current trends in business and the employee’s role in

maintaining productive business environments in today’s global workplace.Also Assesses(K)nowledge (P)erformance or (B)oth

K

Item Types Performance, Extended Response, Short AnswerBenchmark Clarification

Students will complete research. Students will identify current business trends and the employee's role in maintaining a productive business environment.

Content Limits No content limits on this benchmarkStimulus Attributes

Stimulus should include a specified resource of current business trends.

Response Attributes

Students will research current business trends and develop a report of findings.

Sample Item Research a new business trend and create a report that describes your findings, including pros and cons, and a trend forecast.


6.03


The student will be able to:Benchmark Collaborate with individuals and teams to complete tasks and solve business-related problems and

demonstrate initiative, courtesy, loyalty, honesty, cooperation, and punctuality as a team member.Also Assesses 2.04(K)nowledge (P)erformance or (B)oth

P

Item Types Performance Benchmark Clarification

Students will discuss and defend opinions and ideas while completing tasks and solving business-related problems in an active non-judgmental way.

Content Limits


Stimulus Attributes

Stimulus should include a specified rubric.

Response Attributes

Students will participate in a small group discussion on a given topic, where they will defend their opinion and position in a respectful and non-judgmental manner. *Recommend against including in blueprint, since impossible to assess this format on a standardized assessment.

Sample Item In a small group, assign students opposing positions on a business topic. Have students discuss and debate their positions and support their ideas within the topic. (Examples: Ethical situations, Business Plan Requirements or Personnel Evaluations.


7.01

Standard 07.0 Apply mathematical operations and processes as well as financial planning strategies to commonly occurring situations in the workplace to accomplish job objectives and enhance workplace performance. –

The student will be able to:Benchmark Analyze, interpret, compile, and demonstrate the ability to present and communicate data in

understandable and measurable terms using common statistical procedures using charts and graphs.Also Assesses 7.02, 7.03(K)nowledge (P)erformance or (B)oth

B


Students will present data in measureable and understandable language using charts and graphs. Students will compile and interpret data.

Content Limits


Stimulus Attributes

Stimulus should include a specified document and software to compile and interpret data from and/or a suggested resource list.

Response Attributes

Students will create charts and or graphs to present data in a formal business setting.

Sample Item Create a circle graph that shows time management during the workday for employee duties given in hours as follows: Research 2, Analyzing Data or Reports 1, Departmental Meetings , Lunch and Breaks 1:20, Communication 1:15, Travel 25 min, Delegating Duties 25 min, Planning and Advising 1 hour. 2. Which of the following circle graphs shows all of these facts correctly? *Missing graphic here.


7.02

Standard 07.0 Apply mathematical operations and processes as well as financial planning strategies to commonly occurring situations in the workplace to accomplish job objectives and enhance workplace performance.

The student will be able to:Benchmark

Use common standards of measurement including the metric system in solving work-related or business problems (e.g., length, weight, currency, time).

Also Assesses(K)nowledge (P)erformance or (B)oth: BItem Types: Multiple ChoiceBenchmark Clarification: Students will be able to common standards of measurement such as currency and time to solve business problems.Content Limits: N/AStimulus AttributesResponse AttributesSample Item


7.03

Standard 07.0 Apply mathematical operations and processes as well as financial planning strategies to commonly occurring situations in the workplace to accomplish job objectives and enhance workplace performance.

The student will be able to:Benchmark

Select and use the correct mathematical processes and tools to solve complex problem situations that are typical of business settings and use formulas and spreadsheets when appropriate.

Also Assesses(K)nowledge (P)erformance or (B)oth: BItem Types: Multiple ChoiceBenchmark Clarification: Students will identify and correct mathematical processes and tools to solve business problems.Content Limits: N/AStimulus AttributesResponse AttributesSample Item


8.01

Standard 08.0 Incorporate knowledge gained from individual assessment and job/career exploration to design an individual career plan that reflects the transition from school to work, lifelong learning, and personal and professional goals.

The student will be able to:Benchmark Analyze personal skills and aptitudes in comparison with various business related job and career

options.Also Assesses(K)nowledge (P)erformance or (B)oth

K

Item Types Matching, Extended ResponseBenchmark Clarification

Students will be able to match skills to various jobs, compare the skills of various jobs, and be able to determine if their career path is correct to succeed in the job

Content Limits The content is limited to school district-approved websites.Stimulus Attributes

Students can take an online evaluation of their skills. Students can reflect on courses they have taken and what they still need to take to assure they are on the career path they want (DH)

Response Attributes

Students will evaluate transcripts to determine what classes are needed for a given career path

Sample Item Based on survey results prepare a list and timeline for the remaining classes you need to meet your career path.


8.02


The student will be able to:Benchmark Use career resources to develop an information base that reflects local and global business related

occupations and opportunities for continuing education and workplace experience.Also Assesses 2.01, 2.02, 2.05(K)nowledge (P)erformance or (B)oth

P

Item Types Performance- portfolio basedBenchmark Clarification

Students will create a database of careers and jobs as possible areas to gain continuing education and experience.

Content Limits


Stimulus Attributes

Stimulus will include database preparation and required fields in database. May also include video clips of presentations from businesses and careers

Response Attributes

Students will create a database which includes local and global business opportunities. Databases will include but not limited to location, education requirements, salary range, opportunities for advancement

Sample Item Create a database for local opportunities. Include in the fields name of company, name of position, educational requirements, salary range, and opportunities for employment. Also include projected need in 5 year, 10 years.


8.03


The student will be able to:Benchmark Demonstrate job-seeking skills required for entry-level employment, including resume, cover letter,

thank you letter, online/hard copy application, mock interview, and follow-up call.Also Assesses 2.02,(K)nowledge (P)erformance or (B)oth

P

Item Types On-demand performance, Portfolio-based performanceBenchmark Clarification

Students will demonstrate ability to create: effective resume and customize it for each potential employer; Students will demonstrate ability to design a cover letter and how to customize cover letter to each potential employer; Students will describe why and when a thank-you letters should be sent; Students will be able to describe similarity/differences between applying for a job on-line vs. applying for a job with a hard copy application; Students will understand the interview process and requirements/ expectations for an interview; Students will understand when to place a follow up call and how. All information will be recorded in their Portfolio

Content Limits

No limitations

Stimulus Attributes

Stimulus may include video clips of presentations by local industries and businesses focusing on demand, openings, and what employer seeks in a job applicant.

Response Attributes

Students will follow steps to apply and follow up for an interview

Sample Item Students will create a functional resume. Students will select an open job and create a cover letter for this job. Students will fill out a paper application. Students will fill out an online application. Students will create a list of questions to ask in a standard interview.


8.04


The student will be able to:Benchmark Design and initiate a plan to facilitate growth and skill development related to anticipated job

requirements and career expectations.Also Assesses 8.05, 8.06, 8.07, 8.08(K)nowledge (P)erformance or (B)oth

K

Item Types Matching, true/false, multiple choice. Benchmark Clarification

Students will demonstrate steps required in developing a growth plan, Students will demonstrate knowledge of various career requirements

Content Limits No content limitations Stimulus Attributes

Stimulus will include a list of career clusters to use as a guide.

Response Attributes

Students will be able to match careers with skills needed for a specific career cluster. Students will create a table of data listing their interests, aptitude, attitude and skills already acquired.

Sample Item Put the following list in order to demonstrate your understanding of setting up a plan to show growth and skills development for an anticipated job. Match the skill requirements in the first column with the career names in the second column. Design a personal growth checklist for someone to fill out anticipating job requirements and skills to develop for a given career. Create a table/chart of your interests, attitudes, skills and aptitude. Identify possible careers that would fit the data in the table.


8.05


The student will be able to:Benchmark Refine and implement a plan to facilitate personal growth and skill development

related to anticipated job requirements and career expectations.Also Assesses(K)nowledge (P)erformance or (B)oth

B

Item Types Portfolio-based performance; Extended Response, Multiple ChoiceBenchmark Clarification

Students will maintain in their portfolio an ongoing plan to demonstrate their personal growth throughout the time of the class; Students will demonstrate knowledge of steps in development of their personal growth

Content Limits


Stimulus Attributes

Stimulus may include sample(s) of Portfolio.

Response Attributes

Students will describe steps to modify a personal growth plan.

Sample Item Describe steps to modify a personal growth plan. Explain why it is necessary to modify a personal growth plan.

Why is it necessary to modify a personal growth plan?a. As we grow, we learn more, and our wants and desires change as well.b. Things pretty much stay the same.c. We have to grow with the changes that are happening in the world.d. We have to change with every profession and business in our world.

Answer: A


8.08


The student will be able to:Benchmark Describe the importance of building community and mentor relationships in a variety of

professional and workplace situations.Also Assesses(K)nowledge (P)erformance or (B)oth

K

Item Types Extended Response , Multiple ChoiceBenchmark Clarification

Students will describe the necessity of community and mentor relationships and ways these relationships can be developed

Content Limits

The content is limited by students’ previous knowledge of what community involvement is, and guidelines should be provided by teacher.

Stimulus Attributes

Stimulus may include video clip(s).

Response Attributes

Students will describe the necessity of community and mentor relationships

Sample Item Write an essay describing the benefits and importance of building community relationships as well as mentor relationships. Write a worksheet/handout that could be used to do the interview of the mentor seeking why the mentor feels community relationships are necessary, interview the mentor and then have students write a summary of the interview after it has been completed.

What is one benefit and importance of building community relationships such as mentor relationships?

a. Mentors could be people you hang out and have fun with.You need to know the people in your community and what they do for a living.

b. Mentors can be a good source of advice and guidance to help gear you in the right direction.

c. You need people who have all the answers to life problems so they can solve them for you.

Answer: B


8.06


The student will be able to:Benchmark Demonstrate an awareness of specific job requirements and career paths (e.g.,

requirements, characteristics needed) in business environments.Also Assesses(K)nowledge (P)erformance or (B)oth

B

Item Types Extended Response, matching, performance portfolioBenchmark Clarification

Students will describe various career paths. Students will identify and describe requirements for job positions, responsibilities of the positions, education required for the positions, and salary ranges for the positions.

Content Limits

Benchmark limited to standardized list of careers.

Stimulus Attributes

Stimulus may include list of various career paths. Stimulus may include video clips of presentations by employees from various careers.

Response Attributes

Students will describe the requirements to qualify for position, job responsibilities and local salary expectations

Sample Item Select a career from the provided list and describe why you would like to pursue this type of job, the requirements for getting the job, and the responsibilities when working the job.

What are some things you might look at when considering a career?a. Things that you do not like doing.b. Your hobbies and things that you are good at doing.c. Things that your parents demand that you look at.d. Things that your friends demand that you do.

Answer: B


9.01

Standard 09.0 Demonstrate personal and interpersonal skills appropriate for the workplace. –


Benchmark Demonstrate ways of accepting constructive criticism on team projects within the workplace.

Also Assesses 9.02 9.03(K)nowledge (P)erformance or (B)oth

B

Item Types performance on-demand, matching, Extended Response, Multiple ChoiceBenchmark Clarification

Students will demonstrate ability to accept negative and positive criticism,

Content Limits


Stimulus Attributes

Stimulus may include video or scenario of team partnerships. Stimulus may include reading passage on team conflict resolution. Stimulus may include videos or written scenarios of students accepting criticism

Response Attributes

Students will be able to describe effective problem resolution techniques

Sample Item In a team discuss a topic provided by the teacher (should be controversial). Each team will try to support opposite sides of problem. Each team will present their arguments, and be allowed to be questioned by opposing team. (How the team handles the challenge will provide proof of accepting criticism)

Suppose you have been working on this particular team project. Your supervisor does not like the way you are approaching your assignment within the team and she/he approaches you and told you about his/her concerns. How would you address his/her concerns?

a. Ignore them and continue doing what you have been doing.b. Tell him/her that your way is the correct way.c. Agree with him/her.d. Take his/her concerns to heart and use them as source for improvement.

Answer: D

Reporting CategoryBenchmark Number 9.02Standard 09.0 Demonstrate personal and interpersonal skills appropriate for

the workplace. –

The student will be able to:Benchmark Apply appropriate strategies to manage and resolve conflicts in work

situations.Also Assesses(K)nowledge (P)erformance or (B)oth

B

Item Types: Multiple ChoiceBenchmark Clarification: Students will show that they understand appropriate strategies for managing and resolving conflicts in work situation.Content Limits: No content limitations.Stimulus AttributesResponse AttributesSample Item

You have a problem with a coworker. What is the best way to handle the situation?

a. In a non-threatening way, tell your coworker how you feel and if there is not a change, talk to a supervisor.

b. Report your coworker to your supervisor.c. Write a long email and send it to everyone on your list.d. Quit your job.

Answer: A


9.03

Standard 09.0 Demonstrate personal and interpersonal skills appropriate for the workplace. –

The student will be able to:Benchmark Demonstrate personal and interpersonal skills appropriate for the workplace, including:

responsibility, dependability, punctuality, integrity, positive attitude, initiative, respect for self and others, and professional dress.


B

Item Types: Multiple ChoiceBenchmark Clarification: Students will understand and apply personal and interpersonal skills that are appropriate for the business environment.Content Limits: no content limitationStimulus AttributesResponse AttributesSample Item

Which of the following are important personal and interpersonal skills admired by potential employers?a. Punctuality, personal choice, and positive attitudeb. Responsibility, respect for self and others, and dependabilityc. Negative attitude, casual dress, and integrityd. Casual dress, responsibility, and not dependable

Answer: B


10.1

Standard 10.0 Perform e-mail activities. –


Benchmark Describe and perform e-mail capabilities and functions. Create and send messages, manage signature and automated messages. Save, send, schedule, and manage junk mail, e-mail and spam. Configure message sensitivity, security and delivery options.

Also Assesses 10.2, 10.3(K)nowledge (P)erformance or (B)oth

B

Item Types Performance on-demand, short answerBenchmark Clarification

Students will use e-mail software to send e-mail, receive e-mail, add a subject line to e-mail messages, and filter e-mail to junk and spam folders. Students will manage calendar features. Students will select security options to maintain security of messages.

Content Limits

Students will send and receive emails only to instructor through their web page

Stimulus Attributes

Stimulus may include an e-mail to which the student must respond.

Response Attributes

Students will send and receive an email. Students will create a signature for their email. Students will schedule a meeting on their calendar and invite other students to attend

Sample Item Send an email to your teacher (address provided). In it include a calendar appointment, and your signature line.

Unwanted email messages are referred to as

a. Filtered messagesb. Unsecured messagesc. Spam messagesd. Option messages

Answer: C


10.2

Standard 10.0 Perform e-mail activities. –

The student will be able to:Benchmark Use the Internet to perform e-mail activities, including: attaching external files, saving e-

mail attachments, viewing mailbox details, establishing appointments, creating contact groups, and sending a meeting to a contact group to communicate in the workplace.


P

Item Types: Multiple ChoiceBenchmark Clarification: Students will be able to use the Internet to perform a variety of tasks including emailing, attaching external files, and saving email attachments.Content Limits: No content limitationStimulus AttributesResponse AttributesSample ItemSuppose you just completed a report in Excel for your department at work. You would like to send this report to your supervisor for review through an email. Which of the following steps would you take to complete this task?

a. While the email document is open, click on the attachment icon, select the report, and double-click on it to attach it.

b. Click on the attachment icon, select the report, and double-click on it to attach it.c. While the email document is closed, click on the attachment icon, select the report, and double-

click on it to attach it.d. When the email completed, click on the attachment icon, select the report, and click on it to

attach it.Answer: A


11.01

Standard 11.0 Demonstrate proficiency using slide presentation software. –


Benchmark Manage and configure the presentation software environment, including: adjusting views, manipulating window, configuring toolbar and file options.


P

Item Types Performance on-demand, Multiple ChoiceBenchmark Clarification

Students will select slide design, type of slide, and views (outline, normal). Students will use the notes pane. Students will add and modify an inserted picture. Students will modify viewing slide presentation features.

Content Limits

No content limits (Added to stimulus attributes)

Stimulus Attributes

Stimulus may include sample presentation demonstrating requirements, such as topic, length of project

Response Attributes

Students will create a PowerPoint presentation following guidelines set by teacher regarding topic, acceptable add ons to slides (pictures, video and audio clips). Students will present presentation using notes pane.

Sample Item Create a PowerPoint presentation with the requirements (slide design, font, content, notes) as directed by the teacher.

What appears on a slide to indicate there is a note or remark about the slide and the initials of the person who made the note?

a. Comment Thumbnailb. Note Pagec. More Informationd. Slide Notation

Answer: A


11.02

Standard 11.0 Demonstrate proficiency using slide presentation software. –

The student will be able to:Benchmark Create slide presentations utilizing various project development elements, including: adding

and removing slides, slide layouts, format slide design, insert or format placeholders.Also Assesses 11.03, 11.04, 11.05, 11.06,11.07, 11.08, 11.09(K)nowledge (P)erformance or (B)oth

B

Item Types Performance on-demandBenchmark Clarification

Students will select slide design, type of slide, and views (outline, normal). Students will use the notes pane. Students will add and modify an inserted picture. Students will modify viewing slide presentation features and text and object placeholders. Students will insert various objects into presentations (including audio and video files).

Content Limits

School appropriate

Stimulus Attributes

Stimulus will include range of acceptable topics, acceptable pictures, audio clips and video clips to add to presentation.

Response Attributes

Students will create a PowerPoint presentation following guidelines set by teacher regarding topic, acceptable add on to slides (pictures, video and audio clips). Students will present presentation using notes pane.

Sample Item Create a PowerPoint presentation that you will present to class. Topic(s) include XXX. Your presentation must include a video clip, an audio clip, and all pictures must be copyright free. The length of your presentation is XXX and you will select the format of the slides. You may make additional notes in the notes pane and use these when you give your presentation.

When creating a custom slide show, which dialog box enables a user to select individual slides to include in the custom slide show?

a. Slide Showb. Custom Slide Showc. Insert Slided. Slide Presentation

Answer: B

Documents

cfacteam.weebly.comcfacteam.weebly.com/uploads/2/6/8/0/26807326/comp... · Web viewDocx. Xls. Ppx. VBG. Answer: C. ... 2, 3 Excel Ch. 1, 2, 3 PowerPoint Ch1 and 2,bell ... The teacher