National Academy Foundation Student Certification System

Andy Rothstein&

Andrew Bell July 9, 2010

The NAF Student Certification System supports

Academy of Finance

Academy of Hospitality and Tourism

Academy of Information Technology

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Purpose of the Student Certification System

Measures student knowledge and application of key course curriculum content and skills

Improves fidelity to the NAF Academy model throughout the network of member Academies

Demonstrates students’ college- and career-readiness

Serves as a recognized credential by higher education for admission and advanced credit

Bridges the gaps between career-technical programs, college admission policies, and workforce-readiness initiatives

Helps NAF Academies apply for federal funding through the Perkins Act

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NAF Certification System employs rigorous high-stakes assessment principles to ensure

Accountability

Consistency

Reliability

Validity

Equity

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NAF Certification System and NAF Curriculum

The Certification System Is linked directly to curriculum learning objectives

Mirrors instructional strategies from the curriculum

Is a cognitively rigorous measurement of the curriculum

Measures a combination of academic, career-technical, and workforce-readiness skills

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Minimum Requirements for NAF Assessment Tools Overview

Is a summative assessment of student knowledge of content and skills for specific courses

Is a criterion-referenced assessment

Is linked to 16 selected curriculum learning objectives

Is based on 32 multiple-choice and 4 constructed-response items

Is to be administered online

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End-of-Course Examination

Learning Objective 4.10.4: Describe different types of insurance and summarize their purpose.

Which of these is a purpose of life insurance?

A.It pays for the medical care of a policyholder who is sick in a hospital.B.It provides money to the beneficiary of a policyholder who has died.*C.It provides financial support to a policyholder who cannot work due to illness or injury.D.It pays for damages caused by a policyholder who has been found negligent toward others.

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Financial Services: Multiple-Choice Item

Learning Objective 2.4.2: Describe the methods of market segmentation.

Which type of market segmentation involves grouping people based on characteristics such as age, gender, marital status, family size, income, or educational level?

A.geographic segmentation

B.demographic segmentation*

C.behavioristic segmentation

D.psychographic segmentation

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Hospitality Marketing: Multiple-Choice Item

Learning Objective 5.13.5: Describe how different types of computer storage devices work.

Hard drives must be able to communicate with the computer system bus to work with the rest of the system. Two of the most popular internal hard drive interfaces are Advanced Technology Attachment (ATA) and Small Computer System Interface (SCSI).

Part a: Describe one advantage of the ATA hard drive interface over the SCSI hard drive interface. (1pt)

Part b: Describe one advantage of the SCSI hard drive interface over the ATA hard drive interface. (1pt)

Computer Systems: Constructed-Response Item

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Learning Objective 2.4.3: Demonstrate the ability to analyze and record financial events.Analyzing and recording financial events is the first step of the accounting cycle. Below are a financial event, a general journal, and a chart of accounts for Grandview Realtors.

a.Determine the two accounts that are affected by the financial event. (1pt) b.Correctly record the financial event in the general journal. (1pt)

Principles of Accounting: Constructed-Response Item

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Course Project Assessment for Certification Is based on the course culminating project performed

during the semester

Assesses student application of knowledge and skills linked to the course

Follows a common format and rubric to ensure consistency across courses and Academies

Is scored locally by teachers

Is uploaded as a digital file to NAF

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Course Project Assessment for Certification Components

3 Project Work Samples

3 Student Summary Reflection Forms

1 Rubric

Teacher Administration Guide

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Appendix A: Principles of Hospitality and Tourism—Project Assessment for Certification Work Samples

To complete the 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.

Stage 1—Planning Objective Stage 2—

Implementation/ Production

Objective Stage 3— Final Product Objective

Business Proposal for High School Vacation Package (Lesson 6, Step 6, Student Resource 6.7)

1.3.8 2.4.2 2.4.5 3.6.2 3.6.4 3.6.5

Special Meal Plan (Lesson 7, Step 4, Student Resource 7.3)

1.3.8 3.6.4 3.7.8 3.7.9

Final Vacation Package (Lesson 15) Final Vacation Package Presentation (Lesson 16)

1.1.1 1.3.8 2.4.2 2.4.5 3.6.2 3.6.4 3.6.5 3.7.8 3.7.9 3.8.11 3.8.12 3.8.13 4.10.5 4.11.11 4.11.12 5.13.6 5.13.7 5.13.9 6.16.9 6.16.11

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Student Summary Reflection Form

Asks Students to Discuss Course content knowledge and skills acquired and applied

to the project

Quality reflection on work samples and learning objectives

Individual contribution to the project

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Appendix C: Project Assessment for Certification (PAFC)—Scoring Rubric Student Name: Course: Project Title:

This rubric is intended to assess student performance on the Project Assessment for Certification (PAFC). Use the following p ieces of evidence when evaluating student projects for certification: 1) planning work sample (and related summary), 2) implementation work sample (and related summary), and 3) final group product work sample (and related summary).

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Evidence of Content

Knowledge and Skills

(See PAFC document for list of targeted learning

objectives)

Demonstrates clear understanding of the major ideas, concepts, and skills covered in ALL of the targeted learning objectives.

Demonstrates 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.

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.

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).

Demonstrates clear ability to apply the knowledge and skills covered in ALL of the targeted learning objectives.

Demonstrates 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.

Evidence of Quality Reflection

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 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.

Evidence of Contribution

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

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

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

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

Overall Score

(Check One)

Exceeds Expectations

Meets Expectations

Below Expectations

Insufficient Evidence

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Demonstrates mastery of academy skills and knowledge in a workplace setting

Aligns to the NAF Gold Standards

Assesses student mastery of

Foundational and applied 21st-century and workplace-readiness skills (e.g., critical thinking, communication, collaboration)

Self-management and professionalism skills

Knowledge of the industry, profession, and workplace

Industry-specific technical and professional skills (e.g., network administration, customer service)

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Internship

Comprises

4 End-of-course examinations

4 Course project assessments

1 Internship assessment

Comprehensive

Not Weighted

Minimum Student Certification Portfolio

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To guarantee the effectiveness of the system

To calibrate the assessment tools

To determine cut scores for proficiency

To revise and re-field test assessment items

To avoid penalizing students

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Why do we pilot the Student Certification System?

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Process for piloting the Student Certification System

Ask your teachers to help with teacher item reviews at the NAF Conferences

Ask your teachers to participate in a course pilot

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How can you help with the Pilots?

Courses to be piloted in Fall, 2010• Principles of Accounting (AOF)• Financial Services (AOF)• Ethics in Business (AOF)• Principles of Finance (AOF)• Computer Systems (AOIT)• Principles of Information Technology (AOIT)• Digital Video Production (AOIT)• Hospitality Marketing (AOHT)• Geography and World Cultures (AOHT)• Principles of Hospitality and Tourism (AOHT)

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Interested in participating in a teacher item review or course pilot?

ContactLaura Fidler at NAF

Email: Laura@naf.org Phone: (646) 896-3866

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Piloting of the end-of-course assessments and project assessments began in Fall 2009

Piloting of the internship will begin in Summer 2010

Courses will be piloted in Five Cohorts

All piloting should be completed by Spring 2012

Operational assessments for each course should be ready the semester following the completion of piloting

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Schedule of Pilot and Operational Assessments

Student Certification should be completed by

Fall 2012Portions will be rolled out in

201125

Questions?

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Thank You!