Q & A. Blueprint Basics VoCATS Blueprints What does all of that information mean? How do I use it?
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Transcript of Q & A. Blueprint Basics VoCATS Blueprints What does all of that information mean? How do I use it?
Q & A
Blueprint Basics
VoCATS Blueprints • What does all of
that information mean?
• How do I use it?
PROGRAM AREACOURSE BLUEPRINT for XXXX COURSE NAME
Comp #
Obj #
Unit Titles / Competency and Objective Statements
(The Learner will be able toTime Hours
Course
Cognitive
Weight
Performance
Type Behavior
Integrated Skill Area
Core Supp
1 2 3 4 5 6 7 8
100%
Total Course Weight 30% 70%
A UNIT TITLE
XX01.00 Competency statement. 8% C2
XX01.01 Specific objective. 5% C1
XX01.02 Specific objective. 3% C2
XX02.00 Competency statement. 6% 4% C3P
XX02.01 Specific objective. 3% C2
XX02.02 Specific objective. 2% C2
XX02.03 Specific objective. 1% 4% C3P
B UNIT TITLE
003. Competency statement 10%
XX03.01 Specific objective. 8%
XX04.00 Competency statement. 20% 4%
XX04.01 Specific objective. 9% 3%
Type BehaviorRecall of terminology and factual knowledge
Understanding of important principles, methods, and procedures
Application of procedures and principles to new situations
PROGRAM AREACOURSE BLUEPRINT for XXXX COURSE NAME
Comp #
Obj #
Unit Titles / Competency and Objective Statements
(The Learner will be able toTime Hours
Course
Cognitive
Weight
Performance
Type Behavior
Integrated Skill Area
Core Supp
1 2 3 4 5 6 7 8
100%
Total Course Weight 30% 70%
A UNIT TITLE
XX01.00 Competency statement. 7% C2
XX01.01 Specific objective. 3% C1
XX01.02 Specific objective. 4% C2
XX02.00 Competency statement. 9% 5% C3P
XX02.01 Specific objective. 3% C2
XX02.02 Specific objective. 4% C2
XX02.03 Specific objective. 2% 5% C3P
B UNIT TITLE
XX03.00 Competency statement 8% 18%
XX03.01 Specific objective. 4% 9%
XX04.00 Competency statement. 9% 12%
XX04.01 Specific objective. 2% 3%
Only C3 objectives can have a P added (C3P) or performance
weight.
C3P5%2%Specific objective.XX02.03
C24%Specific objective.XX02.02
C13%Specific objective.XX02.01
C3P5%9%Competency statement.XX02.00
Blueprint Basics
If a competency has 6% cognitive
and 10% performance weight,
how many questions will be on
the state postassessment?
If an objective is 1% cognitive
and 9% performance, how
should the class spend the
majority of the time?
If a behavior type is C1, will students learn vocabulary and basic principles, or will they be involved in performance activities?
If a behavior type is C3, can I teach vocabulary?
Why do C1 and C2 objectives NOT have performance weight?
If an objective is supplementary, how many questions will be on the state postassessment?
Competency 5.00 totals 10%, but the teacher and students especially enjoy the information and activities. Competency 7.00 totals 30%, but is not a favorite of the students and teacher.
Should the class spend more time on 5.00 or 7.00?
Performance Assessment
Basics*Critical part of CTE
PROGRAM AREACOURSE BLUEPRINT for XXXX COURSE NAME
Comp #
Obj #
Unit Titles / Competency and Objective Statements
(The Learner will be able toTime Hours
Course
Cognitive
Weight
Performance
Type Behavior
Integrated Skill Area
Core Supp
1 2 3 4 5 6 7 8
100%
Total Course Weight 50% 50%
A UNIT TITLE
XX01.00 Competency statement. 20% C2
XX01.01 Specific objective. 12% C1
XX01.02 Specific objective. 8% C2
XX02.00 Competency statement. 5% 12% C3P
XX02.01 Specific objective. 1% C2
XX02.02 Specific objective. 2% C2
XX02.03 Specific objective. 2% 12% C3P
B UNIT TITLE
XX03.00 Competency statement 3%
XX03.01 Specific objective. 2%
XX04.00 Competency statement. 4% 5%
XX04.01 Specific objective. 3% 3%
Performance Assessment
in
Target 2006/2007
Performance Assessment Basics
Where can I find performance assessment items that match the curriculum?
What do the classroom item bank performance questions look like?
Pacing Guides
?
??
? ?
PURPOSE• Improve student
performance
• Assist in instructional planning
• Provide school-to-school and class-to-class continuity
• Highlight and foster opportunities for integration
Made by “marrying” the blueprint and school calendar…
Competency/Objective Date(s) Cog Wt
Per
Wt
Resources NCLB Activities
Perform. Product
A HEALTH CARE TERMINOLOGY
BT01.01
BT01.02
Describe the biomedical word roots, prefixes and suffixes
Combine word elements to form words commonly used in biomedical technology.
8/11-12
8/13-14
2%
2%
Terminology videos
Reading – Have students read and interpret Dr. progress notes
In class teams – Simulate HOSA events (HOSA Bowl, Medical Spelling) using new terms
Assessment 8/14
B BIOMEDICAL ETHICS AND LEGAL PRINCIPLES
BT02.01
BT02.02
Describe biomedical ethics and legal principles.
Discuss patient’s rights as presented by the American Hospital Association.
8/15
8/18-19
2%
2%
Reserve computer lab for research on 8/15
Reading – Scenarios about patient rights - *Do reading assessment to evaluate reading ability
Biomedical Debate – Topic = Animals in Research
Assessment 8/19
C MEDICAL MATHEMATICS
BT03.01
BT03.02
Calculate weights, heights and volumes in metric units of measurements.
Convert among metric and standard measures.
8/20-21
8/22
2%
2%
Products as examples (medicine cups, etc.)Measure tapes, scales, etc.
Math activities - HW to reinforce learning. Continue to add 1-2 topic-specific math problems in all future assessments
Measuring project - measure things familiar and convert to metric
Pacing Guide
Why do I need a pacing guide? I have always planned my classes without one!
I cannot plan that far in advance and I don’t like being “fenced in” with what I have to do.
What should I know about the
CLASSROOM ITEM BANK?
Minimum of 300 multiple
choice questions provided
300 are not a lot of
questions for a whole course. Is this enough?How do I put my
own questions into the
classroom assessment
bank?
CMS95 Software
Obtain a password for administrative access from your VoCATS Coordinator
Must be in the DEVELOPMENT tab
Select the question
Change the answer here
To edit the question, double click in this panel
After double clicking, the question appears in Word.
Make changes and then close the window.
CLASSROOM ITEM BANK
Are the questions in the classroom assessment bank the same as those in the accountability (secure) bank?
What should I do if I think I find an error in a question or answer in the classroom item bank?
If my students memorize the classroom assessment bank, wouldn’t their scores improve?
Testing Issues
Can I give my own postassessments?
Can I talk with students during or after the test about specific questions?
How do I know those questions are good?
What are field tests in VoCATS?
I hear teachers talking about questions on the test, so I think they looked at them. What should I do?
Who decides how postassessment scores are counted in student grades?
Is it the folks in Raleigh?
Where can I get the conversion scale for student scores?
How else can I use VoCATS
in my classroom?•Curriculum Product
•Content Teaching Outline
•Objective Reports
Content Teaching Outline
Is it appropriate to use the objective reports and postassessment reports to compare teachers?
What curriculum document provides the most detail about the course?
Do I have to teach what the outline says? I know a lot more about some of the areas than the outline covers.
Will there be questions in the accountability (secure) test item bank for every entry on the course outline?
How can I help my students have good outcomes in my class?
In compliance with federal law, including the provisions of Title IX of the Education
Amendments of 1972, N.C. Public Schools does not discriminate on the basis of race, sex,
religion, color or national or ethic origin, age, disability, or military service in its policies,
programs, activities, admissions, or employment.
Inquiries or complaints should be directed to:
The Office of Curriculum and School Reform Services6307 Mail Service CenterRaleigh, NC 27699-6307
Telephone: (919) 807-3761; Fax: (919) 807-3767
For Questions Contact:
Your VoCATS Coordinator and/or CTE DirectorNorth Carolina Department of Public Instruction
6358 Mail Service CenterRaleigh, NC 27699-6358
www.NCPublicSchools.org/workforce_development/vocats
Rhonda WelfareVoCATS Consultant
Mary Jo NasonVoCATS Consultant