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.: Background Information
I teach Information Technology at a community college. Some of my courses are mapped to industry-recognized
certifications, like Microsoft’s Certified Systems Administrator (MCSA)
certification or the Cisco Certified Network Associate (CCNA)
certification. The Cisco classes are
focused more on the hardware side of a computer network; the physical design
and implementation of the network. The
Microsoft courses center on the software side of a network; the network
operating system installation, configuration and maintenance. I also teach several non-proprietary courses
that focus on database design or business systems design processes. These courses demand higher-order thinking
skills and CORE skills, like communication, working with others, and
problem-solving. All of my courses are
comprised of both content-based theory and performance-based skills.
Using an assortment of formative assessment techniques, like
quizzes, end-of-chapter exams, research papers, as well as classroom
discussions, I can fairly evaluate a students understanding of course content. My challenge comes in identifying
performance-based skills. All of my
courses mapped to industry certifications contain a lab component. It would appear that if a student completes a
lab successfully then he/she has proven their command of the skill. However, I have witnessed many times where a
student has completed the 20-step process in a lab exercise and cannot explain
what they just did or what impact it had on the network. I want my lab assessments to go further than
just recognizing that they completed the lab exercise.
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.: Objectives of the Project
Ø
To create a series of assessment tools that will
allow me to accurately monitor a student’s development and understanding of the
performance-based skills in my courses. Ø
To make these objectives clear to my students at
the beginning of each chapter.Ø
To help my students understand how these
performance-based assessments will map to the objectives of the chapter.Ø
To provide assessments that the students can use
in their own self-assessments in tracking their progress.
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