The Northwest Workplace Basics project identified skills and these skills were used as the basis for our I-CANS Skills List. This project was developed cooperatively by Washington and Oregon, with input from over 400 representatives of business. This project also developed assessment tools in those areas which have traditionally been difficult to assess:
Those interested in copies of the assessment instruments may contact Lynne Sampson of the Northwest Regional Resource Library at ABLE Network. IvCANS instructors utilize selected tools from this project, primarily as classroom-based assessment strategies. Sample Group Effectiveness assessment tools may be found on the following pages.
I-CANS coaches and instructors have developed very creative assessment tools which other instructors have found useful to use "as is" or as a basis for their own unique tools. A few samples of these tools may be found on the following pages. As you work with this curriculum, you also may find yourself designing tools that fit a particular assessment need. Please, add your own to this notebook and send a copy to the ABLE Network so we can share them with other instructors.
A Compendium of C.A.T.s
(a collection of Classroom Assessment Techniques)
During the past three years, faculty members from both the main campus
and Clarkston campus of Walla Walla Community College have been involved
in an Outcomes Project utilizing Classroom Assessment Techniques, or CATs,
as they are affectionately called. These CATs were taken from Classroom
Research and Assessment, A Handbook for College Teachers,
by Dr. Patricia Cross and Dr. Thomas Angelo. As faculty used these assessment
techniques they began developing and creating their own. A few samples
that were created by the faculty at Walla Walla may be found on the following
Sample assessment tool from
Northwest Workplace Basics
Student Name: ____________________________
Directions: Read the
following question and select the best answer.
Last night, Terry asked Jessie
to work as a substitute for him during a work shift next Monday. Jessie
refused. Terry was very concerned, because he cannot come to work next
Monday and cannot find another substitute.
The conflict between Terry and Jessie has two parts: the job-related part and the feelings-related part.
1. Which of the following is the job-related part of the conflict?
2. What should Terry and
Jessie do about this problem?
FOR THE INSTRUCTOR
1. This question includes two
conflict elements, one which is affective, related to the feelings of
the individuals involved, and one that is related to the work itself.
Feeling-related part of
Job-related part of the
For this part of the test item, option "c" is correct.
2. Score as correct if the student's repsonse incorporates an exchange of ideas and /or feelings between the two parties to the conflict or involves a third party to mediate the dispute.
Correct responses can include the following or similar reasons:
Incorrect responses can include the following for similar reasons:
Score one point for a correct response to each part of the test item.