The Ontario Curriculum Exemplars · – The rubric contains criteria and descriptions of...

Samples of Student Work:A Resource for Teachers

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Ministry of Education

Guidance andCareer Education

The Ontario Curriculum

ExemplarsGrade 10

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Purpose of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Features of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

The Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Development of the Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Assessment and Selection of the Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Use of the Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Teachers and Administrators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Career Studies, Open . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

A Job Search Brochure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12The Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Prior Knowledge and Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Task Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Student Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Teacher Package . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

This publication is available on the Ministry of Education’s website athttp://www.edu.gov.on.ca.

3

In 1999–2000, the Ministry of Education published a new curriculum for Ontario sec-ondary school students. The new curriculum is more specific than previous curriculawith respect to both the knowledge and the skills that students are expected to developand demonstrate in each grade. In the curriculum policy document for each discipline,teachers are provided with the curriculum expectations for each course within the dis-cipline and an achievement chart that describes four levels of student achievement tobe used in assessing and evaluating student work.

The document entitled The Ontario Curriculum, Grades 9–12: Program Planning andAssessment, 2000 states that “assessment and evaluation will be based on the provin-cial curriculum expectations and the achievement levels outlined in this documentand in the curriculum policy document for each discipline” (p.13). The documentalso states that the ministry is providing a variety of materials to assist teachers inimproving their assessment methods and strategies and, hence, their assessment ofstudent achievement. The present document is one of the resources intended to pro-vide assistance to teachers in their assessment of student achievement. It containssamples (“exemplars”) of student work at each level of achievement.

Ontario school boards were invited by the ministry to participate in the developmentof exemplars. Many responded to this invitation. Teams of subject specialists fromacross the province were involved in developing the assessment materials. Theydesigned the performance tasks and scoring scales (“rubrics”) on the basis of selectedOntario curriculum expectations, field-tested them in classrooms, suggested changes,administered the final tasks, marked the student work, and selected the exemplarsused in this document. During each stage of the process, external validation teamsreviewed the subject material to ensure that it reflected the expectations in the cur-riculum and that it was accessible to and appropriate for all students. Ministry staffwho had been involved in the development of the curriculum policy documents alsoreviewed the tasks, rubrics, and exemplars.

The selection of student samples that appears in this document reflects the professionaljudgement of teachers who participated in the project. No students, teachers, or schoolshave been identified.

The procedures followed during the development and implementation of this projectwill serve as a model for boards, schools, and teachers in designing assessment taskswithin the context of regular classroom work, developing rubrics, assessing theachievement of their own students, and planning for the improvement of students’learning.

Introduction

4 The Ontar io Curr iculum – Exemplars , Grade 10: Guidance and Career Educat ion

The samples in this document will provide parents1 with examples of student work tohelp them monitor their children’s progress. They also provide a basis for communica-tion with teachers.

Use of the exemplar materials is supported initially through provincial in-servicetraining, discipline- or subject-specific workshops, and summer institutes.

Purpose of This Document

This document was developed to:

– show the characteristics of student work at each of the four levels of achievementfor Grade 10;

– promote greater consistency in the assessment of student work across the province;

– provide an approach to improving student learning by demonstrating the use of clearcriteria applied to student work in response to a clearly defined assessment task;

– show the connections between what students are expected to learn (the curriculumexpectations) and how their work can be assessed using the levels of achievementdescribed in the curriculum policy document for the subject.

Teachers, parents, and students should examine the student samples in this documentand consider them along with the information in the Teacher’s Notes and Comments/Next Steps sections. They are encouraged to examine the samples in order to develop anunderstanding of the characteristics of work at each level of achievement in Grade 10and the ways in which the levels of achievement reflect a progression in the quality ofknowledge and skills demonstrated by students.

The samples in this document represent examples of student achievement obtainedusing only one method of assessment, called performance assessment. Teachers willalso make use of a variety of other assessment methods and strategies in evaluatingstudent achievement in a course over a term or school year.

Features of This Document

This document contains the following:

– a description of the performance task, as well as the curriculum expectationsrelated to the task

– the task-specific assessment chart, or rubric

– two samples of student work for each of the four levels of achievement

– Teacher’s Notes, which provide some details on the level of achievement for eachsample

– Comments/Next Steps, which offer suggestions for improving achievement

– the Teacher Package that was used by teachers in administering the task

It should be noted that each sample for a specific level of achievement represents thecharacteristics of work at that level of achievement.

1. In this document, parent(s) refers to parent(s) and guardian(s).

5Introduct ion

The Tasks

The performance tasks for the exemplar project were based directly on curriculumexpectations selected from courses outlined in the curriculum policy documents for thevarious disciplines. The tasks encompassed the four categories of knowledge and skills(i.e., Knowledge/ Understanding, Thinking/Inquiry, Communication, and Application),requiring students to integrate their knowledge and skills in meaningful learning experi-ences. The tasks gave students an opportunity to demonstrate not only how well theyhad learned to use the required knowledge and skills in one context, but how well theycould use their knowledge and skills in another context. The task administered for theGrade 10 career studies course outlined in The Ontario Curriculum, Grades 9 and 10:Guidance and Career Education, 1999 was entitled “A Job Search Brochure”.

Teachers were required to explain the scoring criteria and descriptions of the levels ofachievement (i.e., the information in the task rubric) to the students before theybegan the assignment (for the rubric, see pages 14–15).

The Rubrics

In this document, the term rubric refers to a scoring scale that consists of a set ofachievement criteria and descriptions of the levels of achievement for a particulartask. The scale is used to assess students’ work; this assessment is intended to helpstudents improve their performance level. The rubric identifies key criteria by whichstudents’ work is to be assessed, and it provides descriptions that indicate the degreeto which the key criteria have been met. The teacher uses the descriptions of the dif-ferent levels of achievement given in the rubric to assess student achievement on aparticular task.

The rubric for a specific performance task is intended to provide teachers and stu-dents with an overview of the expected final product with regard to the knowledgeand skills being assessed as a whole.

The achievement chart in the curriculum policy document for guidance and careereducation provides a standard province-wide tool for teachers to use in assessing andevaluating their students’ achievement over a period of time. While the chart is broadin scope and general in nature, it provides a reference point for all assessment practiceand a framework within which to assess and evaluate student achievement. Thedescriptions associated with each level of achievement serve as a guide for gatheringand tracking assessment information, enabling teachers to make consistent judge-ments about the quality of student work while providing clear and specific feedbackto students and parents.

For the purposes of the exemplar project, a single rubric was developed for a specificperformance task. This task-specific rubric was developed in relation to the achieve-ment chart in the curriculum policy document.


The differences between the achievement chart and the task-specific rubric may besummarized as follows:

– The achievement chart contains broad descriptions of achievement. Teachers use itto assess student achievement over time, making a summative evaluation that isbased on the total body of evidence gathered through using a variety of assessmentmethods and strategies.

– The rubric contains criteria and descriptions of achievement that relate to a specifictask. The rubric uses some terms that are similar to those in the achievement chartbut focuses on aspects of the specific task. Teachers use the rubric to assess studentachievement on a single task.

The rubric contains the following components:

– an identification (by number) of the expectations on which student achievement inthe task was assessed

– the four categories of knowledge and skills

– the relevant criteria for evaluating performance of the task

– descriptions of student performance at the four levels of achievement (level 3 onthe achievement chart is considered to be the provincial standard)

As stated earlier, the focus of performance assessment using a rubric is to improve students’ learning. In order to improve their work, students need to be provided withuseful feedback. Students find that feedback on the strengths of their achievement andon areas in need of improvement is more helpful when the specific category of knowl-edge or skills is identified and specific suggestions are provided than when theyreceive only an overall mark or general comments. Student achievement should beconsidered in relation to the criteria for assessment stated in the rubric for each cate-gory, and feedback should be provided for each category. Through the use of a rubric,students’ strengths and weaknesses are identified and this information can then beused as a basis for planning the next steps for learning. In this document, the Teacher’sNotes section indicates the reasons for assessing a student’s performance at a specificlevel of achievement, and the Comments/Next Steps section indicates suggestions forimprovement.

In the exemplar project, a single rubric encompassing the four categories of knowl-edge and skills was used to provide an effective means of assessing the particular levelof student performance in the performance task, to allow for consistent scoring of stu-dent performance, and to provide information to students on how to improve theirwork. However, in the classroom, teachers may find it helpful to make use of additionalrubrics if they need to assess student achievement on a specific task in greater detail forone or more of the four categories. For example, it may be desirable in evaluating anoral report to use one rubric for assessing the content (Knowledge/Understanding), onefor the research (Thinking/Inquiry), one for the writing (Communication), and onefor the delivery of the oral presentation itself (Application).

The rubrics for the tasks in the exemplar project are similar to the scales used by theEducation Quality and Accountability Office (EQAO) for the Grade 3, Grade 6, andGrade 9 provincial assessments in that both the rubrics and the EQAO scales are based

7Introduct ion

on the Ontario curriculum expectations and the achievement charts. The rubrics differfrom the EQAO scales in that they were developed to be used only in the context ofclassroom instruction to assess achievement in a particular assignment in a course.

Although rubrics were used effectively in this exemplar project to assess responsesrelated to the performance tasks, they are only one way of assessing student achieve-ment. Other means of assessing achievement include observational checklists, tests,marking schemes, or portfolios. Teachers may make use of rubrics to assess students’achievement on, for example, essays, reports, exhibitions, debates, conferences, inter-views, oral presentations, two- and three-dimensional representations, journals or logs,and research projects.

Development of the Tasks

The performance tasks for the exemplar project were developed by teams of subjectspecialists in the following way:

– The teams selected a cluster of curriculum expectations that focused on the knowl-edge and skills in the course that are considered to be of central importance in thesubject. Teams were encouraged to select a manageable number of expectations toenable teachers to focus their feedback to students. The particular selection ofexpectations ensured that all students in the course would have the opportunity todemonstrate their knowledge and skills in each category of the achievement chartin the curriculum policy document for the subject.

– For each course, the teams drafted a task that would encompass all of the selectedexpectations and that could be used to assess the work of all students in the course.

– The teams established clear, appropriate, and concrete criteria for assessment, andwrote the descriptions for each level of achievement in the task-specific rubric,using the achievement chart for the subject as a guide.

– The teams prepared detailed instructions for both teachers and students participat-ing in the assessment project.

– The tasks were field-tested in classrooms across the province, in March–April 2001,by teachers who had volunteered to participate in the field test. Student work wasscored by teams of teachers of the subject. In addition, classroom teachers, stu-dents, and board contacts provided feedback on the task itself and on the instruc-tions that accompanied the task. Suggestions for improvement were taken intoconsideration in the revision of the tasks.

In developing the tasks, the teams ensured that the resources needed for completingthe task – that is, all worksheets and support materials – were provided. It was alsosuggested that students could consult the teacher-librarian at the school about addi-tional print and electronic materials.


Assessment and Selection of the Samples

After the final administration of the tasks, student work was scored at the districtschool board level by teachers of the subject who had been provided with training inthe scoring. These teachers evaluated and discussed the student work until they wereable to reach a consensus regarding the level to be assigned for achievement in eachcategory. This evaluation was done to ensure that the student work being selectedclearly illustrated that level of performance. All of the student samples were then for-warded to the ministry. A team of teachers from across the province, who had beentrained by the ministry to assess achievement on the tasks, rescored the student samples.They chose samples of work that demonstrated the same level of achievement in allfour categories and then, through consensus, selected the samples that best repre-sented the characteristics of work at each level of achievement. The rubrics were theprimary tools used to evaluate student work at both the school board level and theprovincial level.

The following points should be noted:

– Two samples of student work are included for each of the four achievement levelsin each subject. The use of two samples is intended to show that the characteristicsof an achievement level can be exemplified in different ways.

– Although the samples of student work in this document were selected to show alevel of achievement that was largely consistent in the four categories ofKnowledge/ Understanding, Thinking/Inquiry, Communication, and Application,teachers using rubrics to assess student work will notice that students’ achievementfrequently varies across the categories (e.g., a student may be achieving at level 3 inKnowledge/Understanding but at level 4 in Communication).

– Students’ effort was not evaluated. Effort is evaluated separately by teachers as partof the “learning skills” component of the Provincial Report Card.

– This document does not include any student samples that were assessed using therubrics and judged to be below level 1. (Work judged to be below level 1 is workon which a student achieves a mark of less than 50 per cent. A student whose over-all achievement at the end of a course is below 50 per cent will not obtain a creditfor the course.) Teachers are expected to work with students whose achievement isbelow level 1, as well as with their parents, to help the students improve their performance.

Use of the Student Samples

Teachers and Administrators

The samples of student work included in this document will help teachers and admin-istrators by:

– providing student samples and criteria for assessment that will enable them to helpstudents improve their achievement;

– providing a basis for conversations among teachers, parents, and students about thecriteria used for assessment and evaluation of student achievement;

– facilitating communication with parents regarding the curriculum expectations andlevels of achievement for the course;

– promoting fair and consistent assessment within subjects and courses.

9Introduct ion

Teachers may choose to:

– use the teaching/learning activities outlined in the performance task;

– use the performance task and rubric in this document in designing comparable performance tasks;

– use the samples of student work at each level as reference points when assessingstudent work;

– use the rubric to clarify what is expected of the students and to discuss the criteriaand standards for high-quality performance;

– review the samples of work with students and discuss how the performances reflectthe levels of achievement;

– adapt the language of the rubric to make it more “student friendly”;

– develop other assessment rubrics with colleagues and students;

– help students describe their own strengths and weaknesses and plan their nextsteps for learning;

– share student work with colleagues for consensus marking;

– partner with other schools to design tasks and rubrics, and to select samples forother performance tasks and other subject areas.

Administrators may choose to:

– encourage and facilitate teacher collaboration regarding standards and assessment;

– provide training to ensure that teachers understand the role of the exemplars inassessment, evaluation, and reporting;

– establish an external reference point for schools in planning student programs andfor school improvement;

– facilitate sessions for parents and school councils using this document as a basis fordiscussion of curriculum expectations, levels of achievement, and standards;

– participate in future exemplar projects within their district school boards or withthe Ministry of Education.

Parents

The performance task in this document exemplifies a range of meaningful and relevantlearning activities related to the curriculum expectations for the Grade 10 career studies course. In addition, this document invites the involvement and support of parents as they work with their children to improve their achievement. Parents mayuse the samples of student work and the rubric as:

– resources to help them understand the levels of achievement;

– models to help monitor their children’s progress from level to level;

– a basis for communication with teachers about their children’s achievement;

– a source of information to help their children monitor achievement and improvetheir performance;

– models to illustrate the application of the levels of achievement.


Students

Students are asked to participate in performance assessments in all curriculum areas.When students are given clear expectations for learning, clear criteria for assessment,and immediate and helpful feedback, their performance improves. Students’ perfor-mance improves as they are encouraged to take responsibility for their own achieve-ment and to reflect on their own progress and “next steps”.

It is anticipated that the contents of this document will help students in the followingways:

– Students will be introduced to a model of one type of task that will be used toassess their learning, and will discover how a rubric can be used to improve theirproduct or performance on an assessment task.

– The performance task and the exemplars will help clarify the curriculum expecta-tions for learning.

– The rubric and the information given in the Teacher’s Notes section will help clarifythe assessment criteria.

– The information given under Comments/Next Steps will support the improvementof achievement by focusing attention on several suggestions for improvement.

– With an increased awareness of the performance tasks and rubrics, students will bemore likely to communicate effectively about their achievement with their teachersand parents, and to ask relevant questions about their own progress.

– Students can use the criteria and the range of student samples to help them see thedifferences in the levels of achievement. By analysing and discussing these differences,students will gain an understanding of ways in which they can assess their ownresponses and performances in related assignments and identify the qualitiesneeded to improve their achievement.

Career StudiesOpen


A Job Search Brochure

The Task

Students were required to create a brochure that would aidyoung people who are seeking full-time employment for the firsttime. The brochure was to effectively communicate informationand strategies relating to employment seeking, using both tex-tual and visual components presented in an appropriate manner.The brochure had to be structured in a question-and-answer for-mat and was to be visually appealing.

Students were required to formulate and develop comprehensiveanswers to five questions about topics of importance to peopleseeking employment. Three of the questions had to address oneof each of the following topics:

• self-assessment strategies

• societal and economic trends (e.g., globalization, developmentsin information technology, emerging work-style alternatives,changing demographics) and how they affect the job market

• the job search process

The two remaining questions could be related to one of thethree topics listed above or could focus on other aspects of thejob-seeking process for young, first-time job seekers.

The brochure, which was to be suitable for distribution at a localpublic library or community career centre, was to have six pan-els. The last, or sixth, panel was to consist of a list of all thesources used by the student in his or her research. (This list ofsources was not evaluated as part of the exemplar task.)

Expectations

This task gave students the opportunity to demonstrate achieve-ment of the following selected expectations from three strands:Personal Knowledge and Management Skills, Exploration ofOpportunities, and Preparation for Transitions and Change.

Students will:

1. describe trends in society and the economy that affect work;

2. demonstrate understanding of the processes of finding andcreating work;

3. demonstrate understanding of the purpose and use of self-assessment and standardized assessment tools and strategies(e.g., aptitude tests, skills inventories);

4. identify questions that are appropriate for gathering relevantcareer-related information and use them effectively in infor-mation interviews with people in selected fields of work(only the first part of this expectation – “identify questions . . .career-related information” – is addressed in this task);

5. demonstrate use of effective communication skills in a vari-ety of situations in school, at home, and in the community.

13 Career Studies , Open

Prior Knowledge and Skills

To complete this task, students needed to have prior knowledgeor skills relating to the following:

• the impact of current and projected workforce trends

• job search procedures

• the role of self-assessment tools in an effective job search

• writing for a specific audience and purpose

• preparing a bibliography or list of sources used

For information on the process used to prepare students for the taskand on the materials and resources required, see the Teacher Packagereproduced on pages 32–35 of this document.


Task Rubric – A Job Search Brochure

Expectations*

2, 3

1

5

Criteria

– demonstrates understand-

ing of the process of find-

ing work (i.e., includes

relevant comments on job

hunting)

– demonstrates understand-

ing of the purpose of self-

assessment strategies in

finding a job (e.g., explains

the link between personal

attributes and job

requirements)

– accurately describes the

influence of societal and

economic trends on the

job market (i.e., chooses

trends that affect the job

market)

– communicates information

clearly

– communicates informa-

tion in a style appropriate

to and effective for the tar-

get audience (e.g., title and

layout attract attention,

level of language is appro-

priate, brochure is visually

appealing)

Level 1

– demonstrates a limited

understanding of the

process

– demonstrates a limited

understanding of the pur-

pose of self-assessment

strategies

– describes the influence

with limited accuracy


with limited clarity


tion with limited appropri-

ateness and effectiveness

Level 2

– demonstrates some

understanding of the

process

– demonstrates some

understanding of the pur-

pose of self-assessment

strategies


with some accuracy


with some clarity


tion with some appropri-

ateness and effectiveness

Level 3

– demonstrates a consider-

able degree of under-

standing of the process

– demonstrates a consider-

able degree of under-

standing of the purpose of

self-assessment strategies


with considerable accuracy


with considerable clarity


tion with considerable

appropriateness and

effectiveness

Level 4

– demonstrates a high

degree of understanding

of the process

– demonstrates a high

degree of understanding

of the purpose of self-

assessment strategies


with a high degree of

accuracy


with a high degree of

clarity


tion with a high degree of

appropriateness and

effectiveness

Knowledge/Understanding

The student:

Thinking/Inquiry

The student:

Communication

The student:


Expectations*

4

Criteria

– constructs questions and

answers that have rele-

vance for job seekers

Level 1


answers that have limited

relevance for job seekers

Level 2


answers that have some

relevance for job seekers

Level 3


answers that have consid-

erable relevance for job

seekers

Level 4


answers that have a high

degree of relevance for

job seekers

Application

The student:

*The expectations that correspond to the numbers given in this chart are listed on page 12.

Note: A student whose overall achievement at the end of a course is below level 1 (that is, below 50%) will not obtain a credit for the course.


A Job Search Brochure Level 1, Sample 1


Teacher’s Notes


– The student demonstrates a limited understanding of the process of finding

work. Although several ways of finding a job are identified, they are not fully

explained (e.g., in reference to networking, which the student does not

explicitly identify, he or she says, “Tell everyone you know so they can watch

out for you.”) and are not always appropriate or feasible (e.g., the student’s

recommendation to advertise “on the radio”).

– The student demonstrates a limited understanding of the purpose and

usefulness of self-assessment strategies (e.g., in saying “ . . . you should

understand yourself so that you can find a job to suit your personality and

interests”, he or she makes only a weak connection between a job seeker’s

personal attributes and the requirements of a job).

Thinking/Inquiry

– The student describes the influence of societal and economic trends on the

job market with limited accuracy (e.g., he or she advises the reader to

“observe what jobs are more ‘in’ ”, without explaining how to do so or why

following this advice will result in “more of a chance of steady work”).

Communication

– The student communicates information with limited clarity, sometimes

expressing ideas poorly (e.g., “ . . . a trend right now seems to be computer-

related jobs because we are living in the age of technology”).

– The student communicates information in a style that has limited appropri-

ateness to and effectiveness for the target audience (e.g., the layout and

font make the brochure easy to read, but the graphics do not effectively

enhance the text).

Application

– The student constructs questions and answers that have limited relevance

for job seekers (e.g., the answers to the interview tips question – “Dress

appropriately; Be polite and courteous; Answer all questions honestly” –

avoid more crucial topics concerning interviews, such as how to answer

questions effectively).

Comments/Next Steps

– The student should develop questions that are more appropriate and

answers that are more complete and more in-depth.

– The student should make sure that the answers address what has been

asked (e.g., in answer to “What are some different processes I can use to

find a job?”, readers would expect tips about where to look for jobs, not

about where to advertise one’s availability and skills).

– The student should use graphics not only to break up the text but also to

illustrate it.


Application

– The student generally constructs pertinent questions for job seekers, but

provides answers that have limited relevance: important aspects of a good

résumé are identified in the answer to question 5, for instance, but answers

do not, on the whole, contain much useful information (e.g., the answer to

question 2 supplies no information about how the kinds of trends listed

affect “your job or the way you look for a job”).

– Although additional job-seeking tips (under “Other Important Information”)

could have value, the information is not organized as part of the question-

and-answer format required by the task. Moreover, the content of the sec-

tion lacks cohesiveness and, therefore, appears to be merely “filler” and

detracts from the overall presentation.

Comments/Next Steps

– The student should try not to deviate from the requirements of the task.

– The layout of the brochure makes it easy to follow.

– The student would be better able to develop and clarify ideas if he or she

used a greater number of research resources.

– The student could make the brochure more useful by providing appropriate

website addresses.

– The student should proofread carefully to eliminate grammatical and

spelling errors.

Teacher’s Notes


– The student demonstrates a limited understanding of the process of finding

work. He or she identifies some of the steps in the process but does not pro-

vide clear descriptions (e.g., “Have you read the want ads, surfed the web or

watched television . . . ?”).

– The student demonstrates a limited understanding of self-assessment

strategies by giving the example of only one such strategy (i.e., using self-

assessment to determine which of one’s skills are transferable) and not

connecting it to potential job requirements.

Thinking/Inquiry


job market with limited accuracy, in that he or she identifies three types of

trends that can affect the job market but does not clearly explain how they

influence it (i.e., “ . . . social trends, economic trends and demographic

trends. These could totally change your job or the way you look for a job.”).

Communication

– The student communicates information with limited clarity, as illustrated by

the following:

– While the ideas are mostly comprehensible, they are often awkwardly

expressed (e.g., “You need to make different resumes and make sure that

they apply to the job you are applying for.”).

– Errors in grammar and spelling tend to interrupt the flow of the text

(e.g., “it’s important not to exaggerate, don’t pretend you’ve done things

you haven’t”; “analaysing”, “wether”, “buisness”).

– The student communicates information in a style that has limited appropri-

ateness to and effectiveness for the target audience (e.g., the graphics do

not enhance the text, and inconsistent line spacing in the answers detracts

somewhat from the brochure’s visual appeal).


Teacher’s Notes


– The student demonstrates some understanding of the process of finding

work, as illustrated by the following:

– The student’s questions for the most part reflect the steps in the job

search process, but the answers often lack depth (e.g., only talking to

people who work in the field one is interested in and visiting an employ-

ment centre are offered as job search methods).

– The brochure emphasizes the importance of a strong résumé, noting its

necessary components, and provides advice on completing an applica-

tion form.

– The student demonstrates some understanding of the purpose of self-

assessment strategies in finding a job, as illustrated by the following:

– The importance of personal reflection is mentioned (e.g., “Finding the

right job for you can be a difficult task. If you know your interests, skills,

values, this may not be so hard.”), but the student does not explain how

to link this information to potential career choices.

– The student identifies some personality types (i.e., “You may be a people

person, or maybe you like sitting behind a desk.”), but does not discuss

self-assessment methods.

Thinking/Inquiry


job market with some accuracy in that he or she refers to some of the influ-

ences of such trends (e.g., “downsizing”, “computer improvements”, switch-

ing careers), but does not explain the trends themselves or fully explore

their impact on the job market.

Communication

– The student communicates information with some clarity (e.g., consistently

provides helpful introductions to questions that describe where the reader

is in the job search process; uses simple and clear sentences), but makes

some errors in grammar, spelling, and idiomatic usage (e.g., “trends . . .

have taken many changes”, “Job’s Now”, “discription”).

– The student communicates information in a style that has some appropri-

ateness to and effectiveness for the target audience, as illustrated by the

following:

– The brochure is somewhat visually appealing (e.g., the layout is lively),

but inconsistencies in format (e.g., upper case is used in one panel,

“bold” in another; each heading is styled differently; some of the ques-

tions lack visual prominence) create some confusion and detract from its

attractiveness.

– Graphics are used, but do not clearly reflect the content of the brochure

(e.g., it is not clear what “1-2-3-4?” at the bottom of one of the panels

refers to).

Application

– The student constructs questions and answers that have some relevance for

job seekers, but some of the answers (e.g., to the questions “What are my

interests?”, “Where do I start looking for a job?”) are somewhat unfocused

and do not supply sufficient information about the job search process.

– The sequencing of questions is logical (e.g., the student places the résumé

panel before the application form panel).

Comments/Next Steps

– The student properly emphasizes the importance of an effective résumé, but

needs to develop information about other aspects of the job search process

more fully.

– The student needs to discuss specific self-assessment tools and ways in

which job seekers can make use of the resulting information.

– The student needs to explain more thoroughly how societal and economic

trends affect the job market.

– The student should try to use a consistent style for headings, and should try

to select graphics that support the text.

– The student needs to proofread more carefully.


Application

– The student constructs questions and answers that have some relevance for

job seekers, but most of the answers are not complete enough and some do

not directly address the questions asked (e.g., the question about the effect

of education on getting a job is not answered clearly).

Comments/Next Steps

– The student needs to improve the quality of his or her answers by making

them more detailed.

– The student should be careful to ensure that questions asked are answered.

– The student should proofread carefully to eliminate occasional errors in

grammar and spelling (e.g., “your” for “you’re”).

Teacher’s Notes


– The student demonstrates some understanding of the process of finding a

job, but often fails to provide sufficient detail (e.g., he or she recommends

using the local library and the Internet to find information about

“colleges/university’s and various jobs”, but provides neither library search

strategies nor website addresses).

– The student demonstrates some understanding of the purpose of self-

assessment strategies in finding a job (e.g., he or she poses good questions,

such as “What are your interests? Do you have any hobbies?”, but does not

explain how the answers would help the reader determine which jobs he or

she would be suited to).

Thinking/Inquiry


job market with some accuracy (e.g., he or she lists some industries that

will have a high demand for workers in the future, but does not discuss the

trends that will create this demand).

Communication

– The student communicates information with some clarity, as illustrated by

the following:

– Three of the questions have meaningful headings, but two are grouped

under the vague heading “Other Questions”.

– Ideas and information are conveyed with some clarity, although quoted

phrases (e.g., “Change is constant”; “Follow your heart”) are not well

integrated and tend to interrupt flow.

– The student communicates information in a style that has some appropri-

ateness to and effectiveness for the target audience, as illustrated by the

following:

– The student chooses suitable graphics, but there are too few of them.

– The font used for the title of the brochure attracts attention and the panels

are well laid out.


Application

– The student constructs questions and answers that have considerable rele-

vance for job seekers, as illustrated by the following:

– The questions are pertinent and the answers are informative and practi-

cal (e.g., “How can I get more experience and develop new skills?” and its

answer, which describes two ways of doing so).

– The brochure provides considerable information on a variety of subjects

related to the job search process (e.g., “Volunteering is a great way to

gain experience and improve your community. Not only is it good for you,

it also looks great on your resume!”).

Comments/Next Steps

– The student has provided good ideas and helpful advice for young people

seeking employment.

– The size of the font could be decreased to help keep the text within the bor-

ders of the panels, and a few more graphics could be inserted to enliven the

brochure and improve readability by breaking up the text.

Teacher’s Notes


– The student demonstrates a considerable degree of understanding of the

process of finding work (e.g., cites a range of job search techniques, includ-

ing using the Internet to get more information, networking, and sending out

résumés and later following up on them with employers).


purpose of self-assessment strategies (e.g., directs readers to take aptitude,

skill, personality, and interest tests to find out what kinds of jobs they are

suited to).

Thinking/Inquiry


job market with considerable accuracy (e.g., explains that globalization and

the aging population mean increased numbers of jobs in such areas as

telecommunications, travel and leisure, and home care services).

Communication

– The student communicates information with considerable clarity by using

well-structured sentences in coherent and well-ordered paragraphs

(e.g., the answer to the question on “hot” jobs).

– The student communicates in a style that has considerable appropriateness

to and effectiveness for the target audience, as illustrated by the following:

– Choice of fonts and consistent visual formatting enhance the brochure’s

appeal (e.g., use of the same “friendly” font for headings and repeated

“Q”s and “A”s).

– The choice of language is geared to the target audience (e.g., reference

to “hot” jobs and skills; “ . . . you may not know these things. No problem.”).

– The use of the first person (e.g., “I’ve never looked for a job before. What

should I do?”) makes the brochure engaging.


Teacher’s Notes



job search process (e.g., information supplied in answer to the question

“What steps should I follow to find a job?” is comprehensive and presented

in a logical order).

– The student demonstrates a considerable understanding of the purpose of

self-assessment strategies in finding a job. He or she says self-assessment

helps you to “discover the ‘real’ you” by “evaluating yourself – your skills,

values, influences, experiences and personality”, and says that “Reflecting

on who you are will help you narrow down your job search.”

Thinking/Inquiry

– The student describes the influence of economic and societal trends on the

job market with considerable accuracy, referring to a number of trends

(i.e., the aging population, a greater emphasis on healthy living, increased

leisure time, environmental awareness, globalization, growth of technology),

as well as to the effects of such trends on the job market (e.g., more jobs in

technology; “downsizing, because telecoms, email, fax, voicemail, etc., save

alot on labour”).

Communication

– The student communicates information with considerable clarity, particu-

larly through the use of lists (e.g., the interview tips are informative, con-

cise, and clearly expressed).

– The student communicates information with considerable appropriateness

to and effectiveness for the target audience, both through the use of simple,

direct language and through the brochure’s visual appeal (e.g., headings

are laid out well, good use is made of bulleted lists, graphics are well

placed).

Application

– The student constructs questions and answers that have considerable

relevance for job seekers, as illustrated by the following:

– The answers to the questions about the job search and résumé writing

contain much practical advice.

– The sequencing of questions is logical and effective (e.g., “What steps

should I follow to find a job?” precedes the question about the résumé,

which, in turn, precedes the one about interviews).

Comments/Next Steps

– The student provides useful, practical information for young people seeking

work.

– In addition to listing a number of job market trends, the student should pro-

vide examples of opportunities and careers that have been created by these

trends.

– The student should make sure that the title and headings accurately repre-

sent the content of the text (e.g., the title wrongly implies that information

will be provided on how to keep a job).

– The student should proofread carefully to eliminate occasional errors in

grammar and spelling.


Teacher’s Notes


– The student demonstrates a high degree of understanding of the job search

process as illustrated by the following:

– Both the open and hidden job markets are referred to and several exam-

ples of each are given (e.g., “Youth Employment Centres”; “direct contact

with employers”).

– Details about the job application process are included, and the concept

and importance of networking are explained.

– The student demonstrates a high degree of understanding of the purpose of

self-assessment strategies, as illustrated by the following:

– Self-assessment is defined and reference is made to a number of reflec-

tive questions that are used in the assessment process (e.g., “What are

my strengths and weaknesses?”).

– The purpose of self-assessment tests is explained (e.g., “They will help

you rate yourself in various areas as well as give you some ideas about

what you might try”), and a number of particular tests are identified.

Thinking/Inquiry

– The student’s description of the influence of societal and economic trends

on the job market shows a high degree of accuracy, as illustrated by the

following:

– The student demonstrates a clear understanding of the effects that

the evolution of technology is having and will have on the workplace

(e.g., “Changing technologies will demand that workers continuously

upgrade their skills. . . ”).

– Awareness of and insight into the impact of globalization are demon-

strated (e.g., “Globalization results in . . . [the] need for workers who can

communicate in different languages.”).

Communication

– The student communicates information with a high degree of clarity, as

illustrated by the following:

– The logical ordering of questions and answers enhances the flow of the

brochure.

– In the answers, ideas and information of some complexity are expressed

clearly and concisely.

– The student communicates information in a style that has a high degree of

appropriateness to and effectiveness for the target audience, as illustrated

by the following:

– The brochure has an excellent balance of text, graphics, and white space.

– Fonts that would appeal to young people are used, and the formatting of

headings, subheadings, and text is attractive and consistently applied.

– Appropriate clip art (e.g., futuristic cityscape in the process of change) is

selected and used creatively.

Application

– The student constructs questions and answers that have a high degree of

relevance for job seekers (i.e., the questions are clear and open-ended, and

the answers are comprehensive and informative).

Comments/Next Steps

– The student has provided very helpful details about and explanations of

aspects of the job search process that are suitable for young people who

are new to it (e.g., recognition of the general skills job seekers already have,

information about where to begin searching for jobs, and an explanation of

networking).

– The student could mention other societal and economic trends, such as

demographic trends and the growing need for flexible hours in the workplace.

– Information about résumé writing and the job interview would enhance the

brochure.


– Concise expression, an encouraging tone, and the use of humour make

the text friendly and appealing to a young audience (e.g., “This brochure

was created to help you, the ‘work impaired’ student, to find a job . . . the

right way.”; “Choose three people that you would like to be your refer-

ences, but remember to ask their permission.”).

– The layout of the brochure and the font used are appealing, and the

graphics are well placed.

Application

– The student constructs questions and answers that have a high degree of

relevance for job seekers (e.g., the answer to the simple and open-ended

“How would I go about looking for a job?” provides detailed, sensible advice

for young job seekers).

Comments/Next Steps

– The student has included excellent ideas and advice for readers to consider

(e.g., the references to “alternative work styles and patterns”, to the notion

that certain careers are more suitable for a particular category of personal-

ity, and to the concept of writing a rough draft of a résumé and editing it for

perfection).

– The student could provide additional helpful website addresses.

Teacher’s Notes


– The student demonstrates a high degree of understanding of the job search

process through a highly detailed and thorough treatment of the topics pre-

sented in the brochure (e.g., five steps in writing a résumé; eleven steps in

the job search process).

– The student demonstrates a high degree of understanding of the purpose of

self-assessment strategies by indicating the wide range of tools available

(i.e., those that assess interests, values, skills, and personality) and giving

a detailed description of one such tool, the True Colours test.

Thinking/Inquiry

– The student describes the influence of societal and economic trends on

the job market with a high degree of accuracy (e.g., refers to a number of

general and specific trends such as the aging population, “alternative work

styles”, globalization, and world market production, and describes their

consequences for the job market, including the increased need for workers

with computer and Internet skills, and downsizing).

Communication

– The student communicates information with a high degree of clarity through

the organization evident in each section, as illustrated by the following:

– There is a general, introductory statement at the beginning of each panel

(e.g., “Yes, there are a number of steps that you should follow when

preparing your resume”).

– Specific information in the middle of each panel provides support

(e.g., “Now it’s time to choose the format of your resume”).

– A concluding statement ends almost all of the sections (e.g., “This is just

one of the many tests that can benefit you . . . ”).

– The student communicates information in a style that has a high degree of

appropriateness to and effectiveness for the target audience, as illustrated

by the following:

– Questions are phrased in the first person, which makes them engagingly

direct.


1

Title: A Job Search Brochure

Time Requirement: 3 to 4 periods of 75 minutes each

Description of the TaskStudents are to create a brochure that will aid young people who are seeking full-timeemployment for the first time. The brochure must contain questions that are important to peopleseeking employment and comprehensive answers to those questions, and be visually appealing.

Final ProductEach student will submit a six-panel brochure that effectively communicates employment-seekinginformation and strategies, using both textual and visual components. The brochure must use aquestion-and-answer format. Students will formulate five questions and develop answers to them.At least one question and answer must address each of the following topics:

• self-assessment strategies

• societal and economic trends (e.g., globalization, developments in information technology,emerging work-style alternatives, changing demographics) and how they affect the job market

• the job search process.

The two remaining questions and answers may also relate to the topics listed above, but need notbe limited to them.

The information in the brochure should be presented in an appropriate manner, using anattractive format. The brochure should be suitable for distribution at a local public library orcommunity career centre.

The last, or sixth, panel of the brochure must contain a list of all the sources the student has usedin researching the job search process. This section should be titled “Sources Used”. Teachersshould advise students that any quotations taken directly from a source must be appropriatelyacknowledged.

Note: The Sources Used section will not be evaluated as part of the exemplar task but is includedto ensure that all the sources used by the student to complete the task are cited.

Guidance and Career Education Exemplar TaskGrade 10 Career Studies – Open

Teacher Package

2

Assessment and EvaluationThe Peer-Editing Checklist in Appendix B will be used for formative assessment.

The task-specific rubric will be used to evaluate the final product. Throughout the process ofcompleting the task, students and teachers may use the rubric as an assessment tool.

Expectations Addressed in the Exemplar Task

Students will:

1. describe trends in society and the economy that affect work;

2. demonstrate understanding of the processes of finding and creating work;

3. demonstrate understanding of the purpose and use of self-assessment and standardizedassessment tools and strategies (e.g., aptitude tests, skills inventories);

4. identify questions that are appropriate for gathering relevant career-relatedinformation and use them effectively in information interviews with people in selectedfields of work (only the first part of this expectation – “identify questions . . . career-relatedinformation” – is addressed in this task);

5. demonstrate use of effective communication skills in a variety of situations in school, athome, and in the community.

Teacher Instructions

Prior Knowledge and Skills RequiredTo successfully complete this task, students should have:

• an understanding of the impact of current and projected work force trends;

• an understanding of job search procedures;

• an understanding of the role of self-assessment tools in an effective job search;

• the ability to write for a specific audience and purpose;

• experience in preparing a bibliography or list of sources.

AccommodationsAccommodations that are normally provided in the regular classroom for students with specialneeds should be provided in the administration of this performance task.

You may wish to review the relevant course profile for specific suggestions for accommodationsappropriate for students in special education programs.

Teacher Package


3

Materials and Resources

• sample brochures (teacher or students may provide these)

• newspapers and other print materials, including textbooks; class notes; appropriate computersoftware; Internet access (if available)

• supplies for development of brochure (e.g., paper, markers)

Rubric

Introduce the task-specific rubric* at the same time as you begin to discuss the task with students.Review the rubric with students and ensure that each of them understands the criteria and thedescriptions for achievement at each level.

Allow ample class time for a thorough reading and discussion of the assessment criteria outlinedin the rubric.

Some students may perform below level 1. It will be important to note the characteristics of theirwork in relation to the criteria in the assessment rubric and to provide feedback to help themimprove.

Task Instructions

1. Conduct a brief analysis of sample brochures, with reference to purpose, language, layout anddesign, and the extent to which they would appeal to their target audience. Sample brochuresneed not be related to job seeking.

2. Review job market issues and trends and the job search process with students.

3. Explain the task, as outlined in the Description of the Task and Final Product sections above,to students. Emphasize the question-and-answer format and draw students’ attention to thethree topics that must be represented in at least one of their five sets of questions andanswers, namely: self-assessment strategies, societal and economic trends and how they affectthe job market, and the job search process.

4. Emphasize that throughout the process of completing the task students are to maintain a listof the resources they have used. This list will form the Sources Used section that is to go onthe last (sixth) panel of the brochure.

5. Use the following procedure to help students formulate the five questions they will use intheir brochures:a. Brainstorm with the class to come up with some possible questions that a young person,

new to the job search process, might ask.b. Using a “think – pair – share” strategy, instruct students to individually generate a list of

key questions that someone seeking employment for the first time might ask. Encouragestudents to think of questions that are open-ended enough to allow for substantial andcomprehensive answers. Students are to record their questions under the headingsprovided on the Brainstorming Sheet in Appendix A. Next, have students share their listsof questions, first with various partners and then in groups, and then add to theirindividual lists of questions using any questions that have appealed to them while theyhave been sharing.

4

c. Students will then select from their own lists five questions for their brochures. Remindstudents to be sure that they have included at least one question that focuses on each ofthe three required topics and that they have selected questions that allow for substantialanswers.

d. Students will next put the selected questions in a logical order, that is, one that reflects thesequence of steps in the job-seeking process.

6. Allow time for students to find information in sources, to which you direct them, that willhelp them develop answers to the questions they have selected. Students may refer to classnotes, print materials, computer software, and the Internet, if available. Remind students thatthey must record the various sources they use as they complete this research. Advise studentsthat answers should be clear, complete, and informative, and that examples should be givenwhere necessary. Students should also be reminded to use language that is appropriate to thetarget audience.

7. Have students select effective titles for their brochures.

8. Instruct students to fold an 8 1/2-by-11-inch piece of paper into three sections to create a six-panel brochure format. Then have students plot a rough draft of their brochure on the panels,including its title, which should be prominently placed, the questions and answers, and theSources Used section. Remind students to pay attention to the visual appeal of the brochure(e.g., good use of space, attractive font for headings and subheadings, appropriate graphics).

9. Have each student complete a peer assessment of another student’s draft brochure using thePeer-Editing Checklist in Appendix B.

10. Have students make revisions based on the feedback they receive from the peer-editingprocess. Students should be advised that the revision process applies to both content andlayout.

11. Have students then produce the final version of their brochures, reminding them that the finalpanel is to contain a list of all the sources they have used and be titled “Sources Used”.

*The rubric is reproduced on pages 14–15 of this document.


5

Appendix A: Brainstorming Sheet

Questions Pertaining to Questions Pertaining to Societal and

Self-Assessment Economic Trends That Affect the Job Market

6

Questions Pertaining to the Job Search Process Other Questions


7

Appendix B: Peer-Editing Checklist

Checklist Yes No

• contains a question about self-assessment strategies

• contains a question about societal and economic trends and how they affect the job market

• contains a question about the job search process

• contains two appropriate questions related to the job search process

• questions are open-ended, allowing for substantial answers

• answers are clear, complete, and reasonable

• language and tone are appropriate for the target audience

• effective, prominently placed title

• language is used correctly (e.g., spelling, grammar, and punctuation are correct)

• brochure layout is clear and visually appealing (e.g., good use of space, attractive font for headings and subheadings, appropriate graphics)

• Sources Used section makes up the last panel of the brochure

The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups,and organizations that participated in the develop-ment and refinement of this resource document.

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