Q & A

Blueprint Basics

VoCATS Blueprints What does all of that information mean? How do I use it?

PROGRAM AREA COURSE BLUEPRINT for XXXX COURSE NAME Comp # Obj # Unit Titles / Competency and Objective Statements (The Learner will be able to Time Hours Course Cognitive Weight Performance Type Behavior Integrated Skill Area Core Supp % Total Course Weight30%70% AUNIT TITLE XX01.00Competency statement.8%C2 XX01.01Specific objective.5%C1 XX01.02Specific objective.3%C2 XX02.00Competency statement.6%4%C3P XX02.01Specific objective.3%C2 XX02.02Specific objective.2%C2 XX02.03Specific objective.1%4%C3P BUNIT TITLE 003.Competency statement10% XX03.01Specific objective.8% XX04.00Competency statement.20%4% XX04.01Specific objective.9%3%

Type Behavior Recall of terminology and factual knowledge Understanding of important principles, methods, and procedures Application of procedures and principles to new situations

PROGRAM AREA COURSE BLUEPRINT for XXXX COURSE NAME Comp # Obj # Unit Titles / Competency and Objective Statements (The Learner will be able to Time Hours Course Cognitive Weight Performance Type Behavior Integrated Skill Area Core Supp % Total Course Weight30%70% AUNIT TITLE XX01.00Competency statement.7%C2 XX01.01Specific objective.3%C1 XX01.02Specific objective.4%C2 XX02.00Competency statement.9%5%C3P XX02.01Specific objective.3%C2 XX02.02Specific objective.4%C2 XX02.03Specific objective.2%5%C3P BUNIT TITLE XX03.00Competency statement8%18% XX03.01Specific objective.4%9% XX04.00Competency statement.9%12% XX04.01Specific 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 AREA COURSE BLUEPRINT for XXXX COURSE NAME Comp # Obj # Unit Titles / Competency and Objective Statements (The Learner will be able to Time Hours Course Cognitive Weight Performance Type Behavior Integrated Skill Area Core Supp % Total Course Weight50% AUNIT TITLE XX01.00Competency statement.20%C2 XX01.01Specific objective.12%C1 XX01.02Specific objective.8%C2 XX02.00Competency statement.5%12%C3P XX02.01Specific objective.1%C2 XX02.02Specific objective.2%C2 XX02.03Specific objective.2%12%C3P BUNIT TITLE XX03.00Competency statement3% XX03.01Specific objective.2% XX04.00Competency statement.4%5% XX04.01Specific objective.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/ObjectiveDate(s)Cog Wt Per Wt ResourcesNCLB Activities Perform. Product AHEALTH 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/ / % Terminology videos Reading – Have students read and interpret Dr. progress notes In class teams – Simulate HOSA events (HOSA Bowl, Medical Spelling) using new terms Assessment8/14 BBIOMEDICAL 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/ % 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 Assessment8/19 CMEDICAL MATHEMATICS BT03.01 BT03.02 Calculate weights, heights and volumes in metric units of measurements. Convert among metric and standard measures. 8/ /22 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 Services 6307 Mail Service Center Raleigh, NC Telephone: (919) ; Fax: (919)

For Questions Contact: Your VoCATS Coordinator and/or CTE Director North Carolina Department of Public Instruction 6358 Mail Service Center Raleigh, NC Rhonda Welfare VoCATS Consultant Mary Jo Nason VoCATS Consultant