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Assessment Tools

On the following pages you will find wonderful assessment tools which were developed for use with the I-CANS curriculum. Some were developed by the Northwest Workplace Basics Project, I-CANS coaches, and I-CANS instructors in the field.

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:

  • Learning to Learn v Thinking Skills
  • Group Effectiveness v Communication
  • Influence v Personal Management for the Job

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 pages.

Sample assessment tool from Northwest Workplace Basics

Student Name: ____________________________
Date: ____________________________

Directions: Read the following question and select the best answer.

Terry and Jessie both work at a restaurant waiting on tables. Jessie thinks that Terry is rude and doesn't like Terry for that reason.

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?

a. Terry waited until too late to find a substitute.
b. Jessie doesn't like Terry because she thinks that he is rude.
c. Terry needs a substitute for next Monday and Jessie does not want to work the shift.
d. Jessie is too sensitive.

2. What should Terry and Jessie do about this problem?


Have the student read the multiple choice question and select the best answer.


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 the conflict
b.Jessie doesn't like Terry because she thinks that he is rude.

Job-related part of the conflict
c. Terry needs a substitute for next Monday and Jessie does not want
to work the shift.

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:

  • Terry and Jessie should work together to solve the problem.
  • Terry should ask Jessie if he can substitute for her sometime in return for next Monday.
  • Terry and Jessis should ask their supervisor to help them solve the problem together.

Incorrect responses can include the following for similar reasons:

  • Terry should ignore Jessie at work.
  • Terry should demand that Jessie help him.
  • They should do nothing
  • Terry should tell their supervisor that Jessie is rude.

Score one point for a correct response to each part of the test item.

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