National Academy Foundation Student Certification System
Andy Rothstein&
Andrew Bell July 9, 2010
The NAF Student Certification System supports
Academy of Finance
Academy of Hospitality and Tourism
Academy of Information Technology
2
Purpose of the Student Certification System
Measures student knowledge and application of key course curriculum content and skills
Improves fidelity to the NAF Academy model throughout the network of member Academies
Demonstrates students’ college- and career-readiness
Serves as a recognized credential by higher education for admission and advanced credit
Bridges the gaps between career-technical programs, college admission policies, and workforce-readiness initiatives
Helps NAF Academies apply for federal funding through the Perkins Act
3
NAF Certification System employs rigorous high-stakes assessment principles to ensure
Accountability
Consistency
Reliability
Validity
Equity
4
NAF Certification System and NAF Curriculum
The Certification System Is linked directly to curriculum learning objectives
Mirrors instructional strategies from the curriculum
Is a cognitively rigorous measurement of the curriculum
Measures a combination of academic, career-technical, and workforce-readiness skills
5
6
Minimum Requirements for NAF Assessment Tools Overview
Is a summative assessment of student knowledge of content and skills for specific courses
Is a criterion-referenced assessment
Is linked to 16 selected curriculum learning objectives
Is based on 32 multiple-choice and 4 constructed-response items
Is to be administered online
7
End-of-Course Examination
Learning Objective 4.10.4: Describe different types of insurance and summarize their purpose.
Which of these is a purpose of life insurance?
A.It pays for the medical care of a policyholder who is sick in a hospital.B.It provides money to the beneficiary of a policyholder who has died.*C.It provides financial support to a policyholder who cannot work due to illness or injury.D.It pays for damages caused by a policyholder who has been found negligent toward others.
8
Financial Services: Multiple-Choice Item
Learning Objective 2.4.2: Describe the methods of market segmentation.
Which type of market segmentation involves grouping people based on characteristics such as age, gender, marital status, family size, income, or educational level?
A.geographic segmentation
B.demographic segmentation*
C.behavioristic segmentation
D.psychographic segmentation
9
Hospitality Marketing: Multiple-Choice Item
Learning Objective 5.13.5: Describe how different types of computer storage devices work.
Hard drives must be able to communicate with the computer system bus to work with the rest of the system. Two of the most popular internal hard drive interfaces are Advanced Technology Attachment (ATA) and Small Computer System Interface (SCSI).
Part a: Describe one advantage of the ATA hard drive interface over the SCSI hard drive interface. (1pt)
Part b: Describe one advantage of the SCSI hard drive interface over the ATA hard drive interface. (1pt)
Computer Systems: Constructed-Response Item
10
Learning Objective 2.4.3: Demonstrate the ability to analyze and record financial events.Analyzing and recording financial events is the first step of the accounting cycle. Below are a financial event, a general journal, and a chart of accounts for Grandview Realtors.
a.Determine the two accounts that are affected by the financial event. (1pt) b.Correctly record the financial event in the general journal. (1pt)
Principles of Accounting: Constructed-Response Item
11
Course Project Assessment for Certification Is based on the course culminating project performed
during the semester
Assesses student application of knowledge and skills linked to the course
Follows a common format and rubric to ensure consistency across courses and Academies
Is scored locally by teachers
Is uploaded as a digital file to NAF
12
Course Project Assessment for Certification Components
3 Project Work Samples
3 Student Summary Reflection Forms
1 Rubric
Teacher Administration Guide
13
Appendix A: Principles of Hospitality and Tourism—Project Assessment for Certification Work Samples
To complete the Project Assessment for Certification, students must use one work sample each from Stage 1 and Stage 2, in addition to the Final Product in Stage 3.
Stage 1—Planning Objective Stage 2—
Implementation/ Production
Objective Stage 3— Final Product Objective
Business Proposal for High School Vacation Package (Lesson 6, Step 6, Student Resource 6.7)
1.3.8 2.4.2 2.4.5 3.6.2 3.6.4 3.6.5
Special Meal Plan (Lesson 7, Step 4, Student Resource 7.3)
1.3.8 3.6.4 3.7.8 3.7.9
Final Vacation Package (Lesson 15) Final Vacation Package Presentation (Lesson 16)
1.1.1 1.3.8 2.4.2 2.4.5 3.6.2 3.6.4 3.6.5 3.7.8 3.7.9 3.8.11 3.8.12 3.8.13 4.10.5 4.11.11 4.11.12 5.13.6 5.13.7 5.13.9 6.16.9 6.16.11
14
Student Summary Reflection Form
Asks Students to Discuss Course content knowledge and skills acquired and applied
to the project
Quality reflection on work samples and learning objectives
Individual contribution to the project
15
Appendix C: Project Assessment for Certification (PAFC)—Scoring Rubric Student Name: Course: Project Title:
This rubric is intended to assess student performance on the Project Assessment for Certification (PAFC). Use the following p ieces of evidence when evaluating student projects for certification: 1) planning work sample (and related summary), 2) implementation work sample (and related summary), and 3) final group product work sample (and related summary).
3 2 1 0
Evidence of Content
Knowledge and Skills
(See PAFC document for list of targeted learning
objectives)
Demonstrates clear understanding of the major ideas, concepts, and skills covered in ALL of the targeted learning objectives.
Demonstrates understanding of the major ideas, concepts, and skills covered in the targeted learning objectives, with some gaps in breadth, depth, and/or accuracy of understanding.
Demonstrates limited understanding of major ideas, concepts, and skills covered in the targeted learning objectives, with substantial gaps in breadth, depth, and/or accuracy of understanding.
Demonstrates minimal or no understanding of major ideas, concepts, and skills covered in the targeted learning objectives, with complete gaps in breadth, depth, and/or accuracy of understanding (i.e., projects are invalid or incomplete).
Demonstrates clear ability to apply the knowledge and skills covered in ALL of the targeted learning objectives.
Demonstrates ability to apply the knowledge and skills covered in the targeted learning objectives, with some skills and knowledge lacking and/or applied in incomplete ways.
Demonstrates limited ability to apply the knowledge and skills covered in the targeted learning objectives, with the majority of skills and knowledge lacking and/or applied in incomplete or inappropriate ways.
Demonstrates minimal or no ability to apply the knowledge and skills covered in the targeted learning objectives, with most or all skills and knowledge lacking and/or applied in incomplete or inappropriate ways.
Evidence of Quality Reflection
Demonstrates clear ability to reflect on the quality of his/her work in relationship to the targeted learning objectives, providing clear and accurate examples of strengths and limitations of work samples and the final product.
Demonstrates ability to reflect on the quality of his/her work in relationship to the targeted learning objectives, providing examples of strengths and limitations of work samples and the final product.
Demonstrates limited ability to reflect on the quality of his/her work in relationship to the targeted learning objectives, providing incomplete and/or inaccurate examples of strengths and limitations of work samples and the final product.
Demonstrates minimal or no ability to reflect on the quality of his/her work in relationship to the targeted learning objectives, providing inaccurate or no examples of strengths and limitations of work samples and the final product.
Evidence of Contribution
Demonstrates active and consistent contribution in the group through all stages (i.e., work samples and the final product).
Demonstrates contribution in the group through all stages (i.e., work samples and the final product).
Demonstrates limited contribution in the group through all stages (i.e., work samples and the final product).
Demonstrates minimal or no contribution in the group through all stages (i.e., work samples and the final product).
Overall Score
(Check One)
Exceeds Expectations
Meets Expectations
Below Expectations
Insufficient Evidence
16
Demonstrates mastery of academy skills and knowledge in a workplace setting
Aligns to the NAF Gold Standards
Assesses student mastery of
Foundational and applied 21st-century and workplace-readiness skills (e.g., critical thinking, communication, collaboration)
Self-management and professionalism skills
Knowledge of the industry, profession, and workplace
Industry-specific technical and professional skills (e.g., network administration, customer service)
17
Internship
Comprises
4 End-of-course examinations
4 Course project assessments
1 Internship assessment
Comprehensive
Not Weighted
Minimum Student Certification Portfolio
18
To guarantee the effectiveness of the system
To calibrate the assessment tools
To determine cut scores for proficiency
To revise and re-field test assessment items
To avoid penalizing students
19
Why do we pilot the Student Certification System?
20
Process for piloting the Student Certification System
Ask your teachers to help with teacher item reviews at the NAF Conferences
Ask your teachers to participate in a course pilot
21
How can you help with the Pilots?
Courses to be piloted in Fall, 2010• Principles of Accounting (AOF)• Financial Services (AOF)• Ethics in Business (AOF)• Principles of Finance (AOF)• Computer Systems (AOIT)• Principles of Information Technology (AOIT)• Digital Video Production (AOIT)• Hospitality Marketing (AOHT)• Geography and World Cultures (AOHT)• Principles of Hospitality and Tourism (AOHT)
21
Interested in participating in a teacher item review or course pilot?
ContactLaura Fidler at NAF
Email: [email protected] Phone: (646) 896-3866
22
Piloting of the end-of-course assessments and project assessments began in Fall 2009
Piloting of the internship will begin in Summer 2010
Courses will be piloted in Five Cohorts
All piloting should be completed by Spring 2012
Operational assessments for each course should be ready the semester following the completion of piloting
24
Schedule of Pilot and Operational Assessments
Student Certification should be completed by
Fall 2012Portions will be rolled out in
201125
Questions?
26
27
Thank You!