National Academy Foundation (NAF) Student Certification Assessment System Administration Guide Part IIII Guidelines for Culminating

Project Assessments and End-of-Course Exams Web Design

20122013

Section I: Introduction
The National Academy Foundation (NAF) has partnered with WestEd, an educational research, development, and service agency, to develop a student certification assessment system for NAF high school career academies. The system uses multiple methods to assess a broad range of career-related content and skills and allows students to demonstrate their learning in a variety of ways, while at the same time employing rigorous high-stakes assessment practices to ensure a valid and reliable certification assessment. Specifically, the system is designed to measure students knowledge and application of key career-related technical content and foundational skills, warranting award of a nationally recognized, industry-authenticated, career-related, secondary-level certificate. NAFs work in student certification assessment directly addresses current federal and state requirements stipulating that career and technical education (CTE) programs assess technical knowledge and skill proficiencies aligned with industry-recognized standards. Most of the foundational skills and dispositions assessed by the NAF Student Certification Assessment System are also recognized as 21st-century skills that are equally important for college readiness. The new state assessments currently being designed to measure college and career readiness in support of the Common Core State Standards (CCSS) are widely viewed as stronger measures of college readiness than of career readiness, although to some extent they will, like the NAF assessments, assess 21st-century skills equally important for both college and career readiness. The NAF assessments can thus be considered a valuable complement to new state assessments in that they are stronger measures of career readiness and offer additional evidence of student proficiencies with 21st-century skills needed for both. The NAF Student Certification Assessment System is not, however, meant to merely help high schools comply with federal and state accountability requirements. Students earning the NAF Student Certification can expect multiple forms of recognition by postsecondary institutions and employers. Details of articulation agreements with postsecondary systems or individual colleges and universities, and scholarships or other special benefits offered by employers based on the award of the NAF Student Certificate, will be announced as they become available. This document provides the administration guidelines for the NAF Student Certification Assessment System. Assessment Components The Student Certification Assessment System is purposefully designed to efficiently incorporate multiple assessment methodologies, combining performance-based cumulative tasks (e.g., classroom-embedded, culminating project-based learning experiences) with multiple-choice and constructed-response item-based summative assessments.

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Specifically, the assessment system consists of the following three components: Culminating Project Assessmentsassessments of students demonstrated levels of proficiency with technical content and skills specific to a career theme and broadly useful 21st-century skills in curriculum-based, classroom-embedded, industryauthenticated, project-based learning activities. End-of-Course Examinationscurriculum-based examinations comprised of both multiple-choice and constructed-response item types that assess the breadth and depth of career and technical knowledge and skills across industry-authenticated course units. Assessment of Work-Based Learninga supervisor assessment of a students foundational and applied college and career readiness skills demonstrated in a culminating work-based learning experience meeting the standards and criteria delineated in NAFs Gold Standards for High School Internships. For more information about the internship assessment, please see Part II of the Administration Guide: Guidelines for the Supervisor Assessment of Student College and Career Readiness.

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Section II: Culminating Project Assessment Component

Goal of the Culminating Project Assessment for Certification (CPAC) The CPAC assesses individual student application of knowledge and skills in the completion of an authentic industry product that is integrated with the NAF curriculum and based on industryvetted learning objectives and career skills. The CPAC is based on the Culminating Project that is part of the NAF curriculum for each course.

General Requirements The CPAC is based on the Culminating Project for each NAF course. It requires following the NAF curriculum closely in implementing the Culminating Project, to ensure that students complete all necessary project steps. Students are assessed at the conclusion of the project, based on their project work and reflections on that work throughout the life of the project at the conclusion of three stages:1 1. Planning, 2. Implementation/Production, and 3. Final Product. In addition to the NAF curriculum documents and teacher and student resources, administration of the CPAC requires the following documents: CPAC Administration Guidelines. See pages 57. CPAC Work Sample Sheet. See Appendix A: Culminating Project Assessment for Certification (CPAC) List of Work Samples. CPAC Work Sample Reflection. See Appendix B1: Reflection Questions for Planning Stage, Implementation/Production Stage, and Final Product Stage Work Samples. CPAC Work Sample Reflection Exemplar. See Appendix B2: Example Reflections for Planning Stage, Implementation/Production Stage, and Final Product Stage Work Samples. CPAC Scoring Rubric. See Appendix C: Culminating Project Assessment for Certification (CPAC)Scoring Rubric. Course Learning Objectives. See Appendix D: Course Curriculum Learning Objectives.

Note: Due to the structure of the Culminating Project in each course, some courses do not have a Planning stage, just an Implementation/Production stage. In such cases, this will be noted in Appendix A: Culminating Project Assessment for Certification Work (CPAC) List of Samples. Two work samples will be selected from the Implementation/Production stage at the points defined in Appendix A.

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To complete the CPAC, students must participate in an individual or group Culminating Project, and must log in to the Student Certification Assessment System to submit the following online at the conclusion of each stage of the project: 1. Work Sample(s): At each stage of the project, each student must submit one individual example of work that demonstrates the students content knowledge and ability to apply the knowledge and skills described in the specified related learning objectives, and provides tangible evidence of his/her contribution to the project. 2. Reflections: At each stage of the project, each student must reflect on the specific learning objectives he/she addressed in the submitted work sample, the quality of the work sample, and his/her contribution to the project team in the development of the work sample. At each stage, the reflection should address growth or development of knowledge and skills through the project experience. Students will create the work samples in the context of the Culminating Project, as outlined in the course curriculum. At the conclusion of each stage, it is highly recommended that some time be dedicated to the selection of work samples and the discussion of the related learning objectives, so that students are able to reflect on how their work demonstrates what they know and can do in terms of the related learning objectives. At the conclusion of the period of time devoted to each stage of the Culminating Project, students will log in to the Student Certification Assessment System to upload work samples and enter reflections for the Planning stage, the Implementation/Production stage, and the Final Product stage, respectively. The work samples uploaded can be in a variety of digital formats (e.g., Microsoft Office or OpenOffice spreadsheet, Microsoft Word document, presentation formats, or other common file types such as PDF for documents, PNG/JPEG/GIF for graphics, MP3 for audio, or FLV/MP4 for video). Please note that file sizes are limited to 20 MB. Once students have submitted all of the work samples and completed all of the reflections, the uploaded work samples and reflections will be reviewed and assessed using Appendix C: Culminating Project Assessment for Certification (CPAC)Scoring Rubric. NAF will provide additional guidance and training on use of the online assessment system and the use of the scoring guide in an online eCollege training module.

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CPAC Administration Guidelines Information regarding the implementation and administration of the CPAC is provided on the following pages. Teachers should distribute Appendix A: Culminating Project Assessment for Certification (CPAC) List of Work Samples and Appendix D: Course Curriculum Learning Objectives to their students and help the students become familiar with the documents. Appendix A lists the possible work samples that can be chosen for the CPAC and their related learning objectives. Appendix D describes the learning objectives. Planning and Implementation/Production Stages Work Sample Selection At the conclusion of each of the Planning and Implementation/Production stages, students must select one completed work sample from Appendix A: Culminating Project Assessment for Certification (CPAC) List of Work Samples to submit as evidence of their work and as the referent for their reflections. Teachers should advise their students to select the work sample that best demonstrates their understanding and application of specified related learning objectives. Members of the same group may submit the same work sample type, the same actual work sample, or different work samples, provided that they each played a significant role in the creation of the work sample and can clearly demonstrate in their reflections their individual contributions to the work sample. Reflection For each work sample submitted, each student must reflect on her/his understanding of the learning objectives, the quality of her/his individual work, and her/his contribution to the project. Specific questions to prompt reflections are provided in the Student Certification Assessment System. To help students prepare for their written reflections, teachers should provide them with Appendices B1ab: Reflection Questions for Planning Stage and Implementation/Production Stage Work Samples and Appendices B2ab: Example Reflections for Planning Stage and Implementation/Production Stage Work Samples. Appendices B1 and B2 will help students know which questions will appear in the Student Certification Assessment System and what the written reflections by the students should look like. Please note that the example reflections in Appendix B2 are for the Computer Systems course. Teachers should explain to their students, however, that the reflections created by the students should be similar to the exemplars. Students should use the exemplars as guides for how to create the reflections. Teachers should also provide their students with Appendix C: Culminating Project Assessment for Certification (CPAC)Scoring Rubric, so that they will understand how their work on the Culminating Project will be scored.

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When students are ready to complete their written reflections for the Implementation/Production Stage work samples, teachers should explain to them that the reflection is very similar to the written reflection for the Planning Stage work sample, but the reflection also requires the students to consider how they may have grown in knowledge or improved in skill since completing the Planning Stage reflection. It should take students 1015 minutes to upload their work samples and complete the reflections online for each stage. Final Product Stage Work Sample Selection Students must submit their final product to the Student Certification Assessment System. Teachers should have their students look at the Final Product section in Appendix A: Culminating Project Assessment for Certification (CPAC) List of Work Samples and explain to them which work samples should be submitted as the final product. At the conclusion of the Culminating Project, students must submit a digital version of their groups final product. Please note that file sizes are limited to 20 MB. For group projects, it is expected that members of the same group submit the same work sample for this stagethe final product(s) as described in the curriculum and Appendix A. It is expected that all students play a significant role in the creation of the groups final product and can clearly demonstrate in their reflections their individual contributions to the Final Product Stage work sample. Reflection For the final product, each student must reflect on her/his understanding of the learning objectives, the quality of her/his individual work, and her/his contribution to the project. Specific questions to prompt reflections are provided in the Student Certification Assessment System. To help students prepare for their written reflections, teachers should provide them with Appendix B1c: Reflection Questions for Final Product Stage Work Sample and Appendix B2c: Example Reflection for Final Product Stage Work Sample. Appendices B1c and B2c will help students know which questions will appear in the online system and what their reflections should look like. Teachers should note that the exemplar reflections in Appendix B2c are for the Computer Systems course. They should explain to their students, however, that the reflections created by their students should be similar to the exemplars. Students should use the example reflections as guides for how to create the reflections. Teachers may want to review Appendix C: Culminating Project Assessment for Certification (CPAC)Scoring Rubric with their students again to remind them of how their work on the Culminating Project will be scored. When students are ready to complete their written reflections for the Final Product Stage, teachers should explain to them that the reflection is very similar to the reflections for the
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Planning Stage and Implementation/Production Stage work samples, but students should also consider how they may have grown in knowledge or improved in skill since completing the Planning Stage and Implementation/Production Stage reflections. It should take students 1015 minutes to upload their work samples and complete the reflections for the Final Product Stage. CPAC Scoring Guidelines Each students work on the Culminating Projects will be scored separately. Scoring will take place only after the students have submitted all of their work samples and reflections. Each students work on the Culminating Project will be scored only once. All of each students work samples and reflections should be scored together. The Web Design Project Assessment for Certification Scoring Guide and Anchor Pack will be used to score the students work samples and reflections. This document can be accessed online. Scoring of student work is expected to require approximately 10 minutes per student. NAF will provide training and guidance for scoring the projects to ensure consistency across academies.

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Section III: End-of-Course Examination Component

Goal of the End-of-Course Examination for Certification The End-of-Course Examination evaluates individual student knowledge of the breadth and depth of content knowledge and skills, based on the course curriculum learning objectives.

Purpose and General Requirements The End-of-Course Examination provides a summative assessment of individual student knowledge of content and skills for specific NAF curriculum-based learning objectives taken from the course. The End-of-Course Examination must be administered in a proctored environment, and requires that students have access to a computer with a secure browser (provided by NAF) and an Internet connection in order to take the examination. The secure browser is provided but must be loaded on each computer or a local network server by a teacher or local system administrator. The examination consists of 32 multiple-choice items and 4 constructed-response items, 3 fieldtest multiple-choice items, and 1 field-test constructed-response item, based on the learning objectives listed in Appendix F: Learning Objectives Eligible for Assessment on End-of-Course Examination. The examination must be administered during one 60-minute class period after the curriculum has been completed. In preparation for the examination, teachers should provide their students with Appendix F: Learning Objectives Eligible for Assessment on End-of-Course Examination and review each of the learning objectives with their students. It is recommended that teachers spend one class period reviewing the assessable learning objectives with their students. Constructed-response items on the End-of-Course Examination will be scored on a scale of 0 to 2 points. For an example of a constructed-response item, teachers should see Appendix E: Sample End-of-Course Examination Constructed-Response Item and Rubric. Teachers should share Appendix E with their students and explain to them that the constructed-response items will be scored on a scale of 0 to 2 points. Teachers should explain the rubric to them so that they understand the requirements for earning 1 point or 2 points.

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Scoring Information The scoring of the End-of-Course Examination will involve the following: Scoring of multiple-choice items on the End-of-Course Examination will be performed automatically by the Student Certification Assessment System and will be available immediately. Scoring of constructed-response items on the End-of-Course Examination will be performed online in the Student Certification Assessment System after all of the students have completed the examination. The Web Design Constructed-Response Item Scoring Guide will be available through the Student Certification Assessment System. It contains the constructed-response items, rubrics, scoring notes, and exemplar responses for score points.

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Appendix A: Culminating Project Assessment for Certification (CPAC) List of Work Samples for Web Design

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Culminating Project Assessment for Certification (CPAC) List of Work Samples for Web Design
To complete the Culminating 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. Learning objective codes are organized by unit, lesson, and unit learning objective (e.g., 1.3.8). Appendix D lists the curriculum learning objectives and learning objective codes. Learning Stage 2 Implementation/ Learning Stage 3 Final Learning Stage 1 Planning Objectives Production Objectives Product Objectives Select one of the work Select one of the work samples below: Required: 1.1.1 samples below: Final Designed and 2.6.7 Created Website 2.6.8 Business Requirements 2.6.7 Client Website Infrastructure, including a 4.9.1 (Lesson 15) 2.6.10 Document 2.6.8 layout page, a template, child pages, and 4.9.2 3.7.1 (Lesson 6, Step 7, Student 2.6.10 at least one library item (Lesson 9, Step 3.7.3 Resource 6.5) 12, Student Resource 9.8, Teacher 3.8.5 Resource 9.5) 3.8.6 Client Wireframe 3.7.1 Written and Graphical Content 4.10.3 3.8.7 (Lesson 7, Step 7, Student 3.7.3 (Lesson 10, Steps 4, 7, and 8, Student 4.10.4 4.9.1 Resource 7.5) Resource 10.4) 4.10.5 4.9.2 Look and Feel Proposal 3.8.5 Usability and Accessibility Test Log 4.11.6 4.10.3 (Lesson 8, Step 6, Student 3.8.6 (Lesson 11, Step 2, Student Resource 11.2) 4.10.4 Resource 8.5) 3.8.7 4.10.5 User Testing Plan 4.11.6 4.11.6 (Lesson 11, Step 8, Student Resource 11.4) 4.11.8 4.11.8 4.11.9 4.11.9 6.15.9 Maintenance Plan 5.12.5 (Lesson 12, Step 12, Student Resource 12.6)

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Appendix B1: Reflection Questions for Work Samples B1a: Reflection Questions for Planning Stage Work Sample B1b: Reflection Questions for Implementation/Production Stage Work Sample B1c: Reflection Questions for Final Product Stage Work Sample

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Reflection Questions for Planning Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric.

Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for this work sample. What ideas, concepts, and skills from the specific learning objectives did you apply while developing this work sample?

Content Knowledge and Skills: Question 2 of 5 How does the work sample you selected demonstrate your understanding and application of the ideas, concepts, and skills from the specific learning objectives you mentioned above?

Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives.

Quality Reflection: Question 4 of 5 Describe what you could improve about your work sample.

Contribution: Question 5 of 5 Describe how you contributed to the development of the selected work sample.

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Reflection Questions for Implementation/Production Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric.

Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for this work sample. What ideas, concepts, and skills from the specific learning objectives did you apply while developing this work sample, taking into consideration the previous work sample reflection?

Content Knowledge and Skills: Question 2 of 5 How does the work sample you selected demonstrate your understanding and application of the ideas, concepts, and skills from the specific learning objectives you mentioned above, taking into consideration the previous work sample reflection?

Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives, taking into consideration the quality of the work on the previous work sample.

Quality Reflection: Question 4 of 5 Describe what you could improve about your work sample.

Contribution: Question 5 of 5 Describe how you contributed to the development of the selected work sample.

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Reflection Questions for Final Product Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric.

Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for the final product. What ideas, concepts, and skills from the specific learning objectives did you apply while developing the final product, taking into consideration the previous work sample reflections?

Content Knowledge and Skills: Question 2 of 5 How does the final product demonstrate your understanding and application of the ideas, concepts, and skills you mentioned above, taking into consideration the previous work sample reflections?

Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives, taking into consideration the quality of the work on the previous work samples.

Quality Reflection: Question 4 of 5 Describe what you could improve about your final product.

Contribution: Question 5 of 5 Describe how you contributed to the development of the final product.

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Appendix B2: Example Reflections for Work Samples B2a: Example Reflection for Planning Stage Work Sample B2b: Example Reflection for Implementation/Production Stage Work Sample B2c: Example Reflection for Final Product Stage Work Sample

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EXEMPLAR ONLY Example Reflection for Planning Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric. Course: Computer Systems Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for this work sample. What ideas, concepts, and skills from the specific learning objectives did you apply while developing this work sample? The work samples I am submitting for the Planning stage are the Pre-Disassembly Project Planner and the internal computer diagram I drew for the computer. To create the diagram I used concepts that I learned from learning objectives 4.10.4 and 4.10.5. As the diagram shows, I have identified the CPU ISA slots, the RAM slots, the power supply units, the VGA port, the Fire Wire port, the north and south gates, the CD drive, and the hard drive. The motherboard is an ATX motherboard. The major FRUs are the motherboard, the RAM modules, the power supply units, the CD drive, the hard drive, and the expansion cards. The motherboard connects all of the circuits in the computer. ATX motherboards are good because they are standardized and are interchangeable in desktop computers. Content Knowledge and Skills: Question 2 of 5 How does the work sample you selected demonstrate your understanding and application of the ideas, concepts, and skills from the specific learning objectives you mentioned above? The diagram shows that I understand that a computer is made up of modules. Each module has a specific task to perform if the computer is to properly function. In newer PCs these modules are easy to replace if you know what you are looking at and how to disassemble a computer. It is important to be able to recognize the functions of FRUs to appreciate what a computer does. It is also important to appreciate that the size of the computer case and motherboard will affect what modules you can use in the computer. You cannot just swap any module in for another.

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Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives. I thought that the diagram was very good. It identified the major FRUs. Quality Reflection: Question 4 of 5 Describe what you could improve about your work sample. I could have been more precise in the quality of the diagram, and also shown the keyboard and the monitor. Although they are not in the computer case, they are important components of the computer and are considered to be FRUs. Contribution: Question 5 of 5 Describe how you contributed to the development of the selected work sample. I worked with another student on the work sample. The other student opened the computer and we both identified the information on the computer case to complete the Pre-Disassembly Project Planner and discussed the purpose of the computer components. I then drew the diagram by myself.

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EXEMPLAR ONLY Example Reflection for Implementation/Production Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric. Course: Computer Systems Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for this work sample. What ideas, concepts, and skills from the specific learning objectives did you apply while developing this work sample, taking into consideration the previous work sample reflection? I am writing about learning objective 4.9.1. It is important to follow proper safety measures when working with computers. The most important is to make certain that the computer is turned off and unplugged before removing, installing, or replacing FRUs. Otherwise, you run the risk of electrocuting yourself. Another important safety measure is to make certain that you have grounded yourself to avoid an electrical shock. Grounding protects you and the computer from damaging charges of electricity, by diverting the electrical current around you and the computer. As part of the disassembly, we did not take the monitor apart, even if we thought that it may have a problem. Because it stores up to 30,000 volts of electricity, it could cause death. We understand that if the monitor had a problem, it should be serviced by a licensed computer technician. Content Knowledge and Skills: Question 2 of 5 How does the work sample you selected demonstrate your understanding and application of the ideas, concepts, and skills from the specific learning objectives you mentioned above, taking into consideration the previous work sample reflection? When we disassembled the computer we wore antistatic wrist straps and we attached the clips of the straps to the metal frame of the computer tester. This ensured that we were properly grounded and could work on the computer without the fear of getting electrocuted. We also stood on an antistatic mat that had a grounding cable. These are helpful because they slow the flow of static electricity.

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Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives, taking into consideration the quality of the work on the previous work sample. Our disassembly parts list and photo log show the work we did as we disassembled the computer. We photographed the computer from multiple angles before we disassembled it to make certain that we knew where the FRUs went when we reassembled the computer. We also numbered and labeled all of the parts to make reassembly easier. Quality Reflection: Question 4 of 5 Describe what you could improve about your work sample. Our disassembly parts list could have been more descriptive. We were supposed to provide a brief description of the part, identifying it, describing what it is connected to, and explaining what it is used for. We did a good job identifying all of the parts and describing what they are connected to, but we could have done a better job explaining what the parts did. That would have given us a better appreciation for how all of the parts fit together. I appreciate that now more than I did with the first work sample. Contribution: Question 5 of 5 Describe how you contributed to the development of the selected work sample. I worked with my teammate to disassemble the computer. We both took turns taking the FRUs out. She took the photographs and I completed the disassembly parts list.

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EXEMPLAR ONLY Example Reflection for Final Product Stage Work Sample Instructions to Students: Use this set of questions to describe what you learned during this stage of the Culminating Project Assessment for Certification. Be sure to review the learning objectives related to the work sample you chose. Your responses will be considered along with your work sample when your work on the Culminating Project is assessed using the Culminating Project Assessment for Certification (CPAC)Scoring Rubric. Course: Computer Systems Content Knowledge and Skills: Question 1 of 5 Review the learning objectives identified for the final product. What ideas, concepts, and skills from the specific learning objectives did you apply while developing the final product, taking into consideration the previous work sample reflections? I am writing about learning objective 7.17.3: Demonstrate the ability to assemble a complete working computer system. It is important to reassemble the computer in the reverse order in which you disassemble the computer. Reassembly is easier that way. You know how the parts fit together when you follow the disassembly checklist in reverse order. Content Knowledge and Skills: Question 2 of 5 How does the final product demonstrate your understanding and application of the ideas, concepts, and skills you mentioned above, taking into consideration the previous work sample reflections? We reassembled the computer without too much difficulty. We had some difficulty remembering where all of the connectors went, but we followed the disassembly parts checklist and the photographs in the photolog to make certain that we did everything correctly. We discovered, however, when we reassembled the parts that the CD-ROM drive did not work and we had to replace it with another one. Fortunately, the CD-ROM drive is a FRU and was easy to replace. It did not take too long. The teachers checklist shows that we managed to properly reassemble the computer, reboot it, run the Microsoft Windows OS without any problem, and connect to the Internet.

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Quality Reflection: Question 3 of 5 Describe the quality of your work sample in relationship to the specific learning objectives, taking into consideration the quality of the work on the previous work samples. Our poster is well developed. It shows the challenges we faced disassembling and reassembling the computer and how we solve the problems. We added our disassembly instructions, or photolog, and the reassembly instructions. We also included a final photograph showing the computer running with the computer accessing the home page of the school on the Internet. Quality Reflection: Question 4 of 5 Describe what you could improve about your final product. We could have done a better job explaining the problems we faced and what we learned from them. Disassembling and reassembling a computer is fun, but it is hard. We did not do much to document what we did when we encountered a problem, like discovering that the CD-ROM drive did not work. We just replaced it with a new one that the teacher gave us. Contribution: Question 5 of 5 Describe how you contributed to the development of the final product. I worked on all phases of the project, disassembling and reassembling the computer. I also helped create the poster.

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Appendix C: Culminating Project Assessment for Certification (CPAC)Scoring Rubric

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Culminating Project Assessment for Certification (CPAC)Scoring Rubric Student Name: Course:

Project Title:

This rubric is intended to assess student performance on the Culminating Project Assessment for Certification (CPAC). Use the following pieces of evidence when evaluating student projects for certification: 1) Planning Stage work sample (and related reflection), 2) Implementation/Production Stage work sample (and related reflection), and 3) Final Product Stage work sample (and related reflection).

4
Demonstrates clear understanding of the major ideas, concepts, and skills covered in ALL of the targeted learning objectives. There may be minor errors in understanding.

3
Demonstrates general 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.

2
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.

1
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).

0
Submits insufficient required number of work samples to evaluate understanding of major ideas, concepts, and skills covered in the targeted learning objectives (i.e., projects are invalid or incomplete).

Evidence of Content Knowledge and Skills (See CPAC document for list of targeted learning objectives)

Demonstrates clear ability to apply the knowledge and skills covered in ALL of the targeted learning objectives. There may be minor errors in application of knowledge and skills.

Demonstrates general 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.

Submits insufficient required number of work samples to evaluate ability to apply the knowledge and skills covered in the targeted learning objectives.

Evidence of Awareness of Own Abilities and Performance

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 general 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.

Submits insufficient required number of reflection sheets to evaluate the quality of the reflection on his/her work in relationship to the targeted learning objectives.

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4
Evidence of Contribution And Collaboration Overall Score (Check One)
Demonstrates active and consistent contribution in the group through all stages (i.e., work samples and the final product).

3
Demonstrates general contribution in the group through all stages (i.e., work samples and the final product).

2
Demonstrates limited contribution in the group through all stages (i.e., work samples and the final product).

1
Demonstrates minimal or no contribution in the group through all stages (i.e., work samples and the final product).

0
Submits insufficient required number of work samples and reflection sheets to evaluate the contribution in the group through all stages.

Exceeds Expectations

Meets Expectations

Below Expectations

Well Below Expectations

Insufficient Evidence

Scorer Name:

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Appendix D: Course Curriculum Learning Objectives for Web Design

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Course Curriculum Learning Objectives for Web Design

Learning Objective Lesson No.

Unit Name

Unit No.

Description

1 1 1 1 Getting Started 1 1 1 1 1 1 1 2 2 2 2 Overview of Website Development 2 2 2 2 2 2

1 1 2 2 2 2 3 3 4

1 2 3 4 5 6 7 8 9

4 10 4 11 5 5 5 5 6 6 6 6 6 1 2 3 4 5 6 7 8 9

6 10

Deduce the skills and knowledge about web design needed to be successful in an authentic project Identify general web design terms with which to build a taxonomy Explain how the Internet works and how documents are connected and transferred Compare and contrast the roles of web servers and web browsers Describe how the web was developed Explain how web pages are constructed Categorize websites according to their purpose Compare and contrast successful and unsuccessful examples of web design Deduce the meaning of HTML tags and apply them to a sample web page Describe how HTML coding works Create a web page using HTML coding Compare and contrast writing HTML using a text editor and using a WYSIWYG editor Create and modify simple web pages using a WYSIWYG editor Demonstrate ability to use Dreamweaver to create a simple web site with a home page and other pages linked to it Describe a web design tool, technology, or editing application and explain its uses, benefits, limitations, and special features Identify the steps in the web development cycle Classify web development tasks according to the steps of the web development cycle they belong to Describe the different types of business requirements that apply to website design Design business requirements to help ensure success for a specific website Demonstrate ability to create a table using Dreamweaver Demonstrate ability to use effective designer-client communication skills
2

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Unit Name

Learning Objective

Lesson No.

Unit No.

Description

3 3 3 Designing a Website 3 3 3 3 3 3

7 7 7 7 8 8 8 8 8

Display understanding of the purposes of site maps and 1 wireframes Demonstrate ability to create a textual site map in 2 Dreamweaver for a site with three levels of linked pages
3 Design and develop an effective site map for a website 4 Design and develop effective wireframes for a website 5 Identify industry best practices in visual design 6 Explain the key concepts of meeting client needs 7 Develop an effective look and feel for a website 8 Demonstrate understanding of <div> sections in an HTML layout 9 Demonstrate the ability to create a menu bar in Dreamweaver

4 4

9 9

Develop an effective infrastructure for a website, including a layout page, a template based on the layout page, child pages, 1 and library items Describe a correct directory structure, naming convention 2 protocol, and file organization for a website

4 10 3 Characterize effective writing for the web 4 10 4 Create effective written content for the web Producing a Website

Demonstrate ability to prepare various types of graphical 4 10 5 content for use on a web page
4 11 6 Evaluate a website for basic usability and accessibility issues

List the steps that are necessary to determine when a website is 4 11 7 ready to launch
4 11 8 Develop a User Testing Plan

Demonstrate the ability to organize and execute a user testing 4 11 9 of a website Demonstrate the ability to apply professional guidelines to 5 12 1 choose, search for, and register a domain name
Hosting a Website and Attracting Traffic 5 12 2 Evaluate criteria upon which to select an appropriate web host

Make generalizations about optimal download speed for a 5 12 3 particular website Demonstrate the ability to upload and download files using FTP 5 12 4 protocol

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Unit Name

Learning Objective

Lesson No.

Unit No.

Description

5 12 5 Develop a Maintenance Plan for a client

Explain and describe the best practices for attracting traffic to 5 13 6 websites
5 13 7 Evaluate an effective search engine optimization strategy 5 13 8 Describe tactics for building online credibility 5 13 9 6 14 1 6 14 2 6 14 3 Careers in Web Design 6 14 4

Explain how to use standard techniques to gather and/or track site statistics List the types of jobs that are available in the web design industry Describe entry-level jobs in the web design industry and corresponding qualifications Evaluate which jobs are most suitable based on personal interests and skills Evaluate personal experience and qualifications for potential employment opportunities Develop effective questions for an interview with a guest

6 14 5 Display understanding of potential employment opportunities 6 14 6 speaker in the web design field 6 14 7 Develop an effective cover letter for a potential job opportunity 6 15 8 Evaluate personal experience and performance in the course 6 15 9 Summarize key learning across the whole subject of web design

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Appendix E: Sample End-of-Course Examination Constructed-Response Item and Rubric

Developed by WestEd for NAF

Sample End-of-Course Examination Constructed-Response Item and Rubric

Course: Web Design Learning Objective: 2.6.5: Identify the steps in the web development cycle.

ItemType: Constructed Response (CR) Question: There are several important steps in the web development cycle. One of the most important is the analysis step. Describe two tasks that occur during the analysis step in the web development cycle. Rubric: 2 Points: Student describes two tasks that occur during the analysis step in the web development cycle. 1 Point: Student describes one task that occurs during the analysis step in the web development cycle. 0 Points: The student response is incorrect, irrelevant, or does not provide information beyond what is included in the question.

Training Notes: Student responses may include, but are not limited to: Develop an understanding of how the website will improve the organization or business the website is being built for. Define the target audience of the website. Define the function of the website (for example: commerce, information, support, or communication). Identify already existing data that can be used to develop the website.

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Appendix F: Learning Objectives Eligible for Assessment on End-of-Course Examination for Web Design

Developed by WestEd for NAF

Learning Objectives Eligible for Assessment on End-of-Course Examination for Web Design
Learning Objective Lesson No. Unit No.

Unit Name

Description

1 Getting Started 1 1 1 2 Overview of Website Development 2 2 2 Designing a Website 3 3 4 Producing a Website

2 3 4 4 5 5 6 6 7 8 10

Explain how the Internet works and how documents are 3 connected and transferred
7 Categorize websites according to their purpose

Deduce the meaning of HTML tags and apply them to a 9 sample web page
10 Describe how HTML coding works

Compare and contrast writing HTML using a text editor and 1 using a WYSIWYG editor Describe a web design tool, technology, or editing application 4 and explain its uses, benefits, limitations, and special features
5 Identify the steps in the web development cycle

Describe the different types of business requirements that 7 apply to website design Display understanding of the purposes of site maps and 1 wireframes
5 Identify industry best practices in visual design 3 Characterize effective writing for the web

Demonstrate ability to prepare various types of graphical 4 10 5 content for use on a web page
4 11 6 Evaluate a website for basic usability and accessibility issues

Evaluate criteria upon which to select an appropriate web Hosting a Website and 5 12 2 host Attracting Traffic Explain and describe the best practices for attracting traffic to 5 13 6 websites List the types of jobs that are available in the web design Careers in Web Design 6 14 1 industry

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