Assessment Plan

 

Purpose

The purpose of this assessment plan is to identify students’ knowledge of Training Management. This plan assesses areas of Training Management that students must apply once they are in their real world positions. The learning outcome focuses on students obtaining the knowledge of Training Management so that they apply it to certain situations where there is a need of organizing any type of training events. Students must have knowledge of the principles of management and the applications of those principles in various situations.

Learning Outcome

By the end of this course, students will demonstrate knowledge of the Training Management process.

Assessment Context

Given a copy of manager’s guidance for training the student must illustrate an effective training plan for the technology section that identifies seven of the principles of management.

Demonstrate that you have knowledge of implementing an effective training plan when you identify applications of the principles of management within that plan.

            Students acquire the role of a training manager with the responsibility of implementing a training plan for a technology section that consists of five individuals who maintains the sections’ computer operations.  Prepare a detailed training plan for individuals who maintain the software and hardware of the computer systems. Plan must include training hours, resources, and personnel. Additionally, the assessment requires individuals to articulate each of the requirements and the amount of training needed for individual to accomplish their daily duties of maintaining the computer systems operations.

Holistic Rubric

Performance Expectations	Excellent 4	Proficient 3	Basic 2	Unacceptable 1
Depicts an ideal training plan	Fully detailed plan for training based upon the training guidance	Most of the plan for training is based upon the training guidance	Minimal parts of the plan for training is based upon the training guidance	No reference made to plan for training from the training guidance
Articulates the seven principles of training in a training plan	Plan is clear and concise that includes knowledge of  the seven principles of training	Plan is measurable and includes some knowledge of the seven principles of training	Plan is somewhat measurable includes portions of the seven principles of training	Plan lacks clarity and does not include any principles of training
Use of training resources	Detailed list of training resources provided	Most of the training resources provided	Some of the training resources provided	No training resources provided
Demonstrates knowledge of implementing training management techniques	Plan has explicit details that includes management techniques	Plan has clear detail that includes most of the management techniques	Plan has some details that includes some of the management techniques	Plan has no details and does not include any of the management techniques

 

 

 

 

 

 

 

 

 

 

 

Testing Constraints

1. Time is a major factor. During this assessment, learners have a five-day process in developing the detailed training plan.

2.  Reference material is a definite requirement. Learners must use the network tools and references for the proper articulation of the training plan.

3.  Facilitators assistance is available.  Learners must solicit the help of facilitators for the proper guidance of acquiring the correct training principles in the plan.

4.  Equipment is a requirement. Learners must use computers and other associated equipment to proper display their training plan.

5.  Prior knowledge of information through practiced plan development.

6. Scoring criteria is based upon the rubric.

Test and Essay Items

     The Thought Process and Rationale of Test and Essay Items

 The objective test items and essay items explain the process of understanding how to measure the learning objective of a lesson. Choosing the best test item that supports the intended learning objective is vital to individuals’ learning process. The thought process and rationale behind the test items and essay items include selecting the correct category of Bloom’s Taxonomy that best measures the learning outcome. Kubiszyn & Borich (2013) discussed that the writing stage of test construction depends upon the format or combination of formats to use for the test. Often, the learning objective or objectives partially made the decision for writing the test item. In many instances, however, there are choices among several item formats.

     The selection of multiple choice questions provide the educator with the opportunity of writing the objective item to the knowledge level of the educational objective. This requires caution because there is a tendency to write the high-level stage of test items. In writing the high-level multiple choice test items for the learning objective, the test item relates to the level of the learner and measures the targeted area of the cognitive domain within Bloom’s Taxonomy.
Using matching test items provides the educator with ability to measure the learners’ ability to apply the intended category of the learning objective. The matching test items must be homogenous and contain a well-thought process when constructing the items. According to Kubiszyn & Borich (2013), the list of descriptions should contain the longer phrases or statements and should be on the left, while the options in the right column should consist of short phrases, words, or symbols.

     Essay items like test items has the tendency for educators to construct well-written or poorly written items. The use of essay items depends upon the measurement of the learning objective that depicts the learners’ ability to explain the correct answer. The student must compose a response, often extensive, to a question for which no single response or pattern of responses can be cited as correct to the exclusion of all other answers. The accuracy and quality of such a response can often be judged only by a person skilled and informed in the subject area being tested (Kubiszyn & Borich, 2013). The learners’ response indicates the cognitive skills and makes it easy for the educator to evaluate the learners’ ability to formulate the answer.

Reference

Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement:
Classroom application
and practice (10th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Learning Outcomes

Stonehill High School 9th Grade Music Appreciation Class

The focus for the class is on the history of jazz music. There are three categories of the jazz music identified that student will research. Each of the categories has an overall learning objective. A learning object is the outcome that identifies the knowledge and skills that each student demonstrates upon completion of this course. The following is a list of the Music Appreciation Class learning objectives:


1. Objective: Students will be able to classify three genres of jazz music and the originating purpose.
Condition: In a classroom setting will classify the genres on a quiz

Test Item: (Higher-Level Multiple Choice) Given a copy of the history research article on jazz music students must identify the genres according to their originating purpose.

2. Objectve: Students will be able to identify a specific founder of each jazz genre and their contribution to jazz music.
Condition: During a presentation will depict the founder and their contribution

Test Item: (Matching) Students will name from memory the jazz musician that made significant contribution to each genre.

3. Objective: Students will be able to articulate the differences and significances of jazz music in the 20th century.
Condition: During a presentation students will identify the differences and significances.

Test Item: (Higher-Level Multiple Choice) Given a copy of the jazz music history research article students will identify the significances and hardships in each genre.

4. Essay Item: Examine the research article on the history of jazz music. Explain how different genres relate to specific cultures. Describe the three decades of jazz music and how that music affected the music industry during that specific timeline. Limit your response to 500 words.