It is important that the teacher discuss the evaluation strategies
to be used in the course, when the evaluation can be expected to
occur and the weighting of each evaluation strategy and how it
relates to the overall student evaluation. The weighting of the
evaluation should be determined in relation to the amount of time
spent and emphasis placed on each area of the course, as suggested
in the curriculum guide.
The Information Processing 10, 20, 30 curriculum provides many opportunities for teachers to use a variety of instructional and evaluation strategies. Evaluation instruments that may be used in the teaching of this course are included the Practical and Applied Arts Handbook. Sample copies of overall evaluation for the course, evaluation for general student skills and work study are included for teachers to adapt and use.
Here is a sample evaluation scheme:
| Tests (written) | 20% |
| Project work | 15% |
| Homework and Assignments | 10% |
| Classroom Presentations | 5% |
| Work Study | 25% |
| Final Examination | 25% |
Regular program evaluation could include a survey involving
parents, students and employers to determine program effectiveness
and needs for change, if any. Information specific to program
evaluation is found in Saskatchewan Education's School-Based
Program Evaluation Resource Book (1989) and the
Practical and Applied Arts Handbook.
For more information about student evaluation refer to the
Practical and Applied Arts Handbook
(Saskatchewan Learning,
2002)
or Student Evaluation: A Teacher Handbook
(Saskatchewan Education,
1991).
For information about curriculum evaluation refer to
Curriculum Evaluation in Saskatchewan (Saskatchewan
Education, 1991).
Apportioning Emphasis Within a Module
There are four areas of importance within the modules of this
curriculum where teachers will collect data on student progress.
The four areas are: content, process, keyboarding skills, and
attitude.
Information Processing will enable students to adapt to personal-use applications and the business world. Students use content and keyboarding skills to process information throughout the information processing cycle. Attitudes acceptable for business will need to be formed to facilitate student success in personal endeavours and future employment.
Historically, straight-copy timed writings (timings) have been a major tool in determining the keyboarding progress of students. In the past, students have been penalized for errors made during the typing of timed writings. Because word processing software allows for easy and immediate correction of errors during the input phase, and because this is the way students will eventually use their keyboarding skills, it is suggested that error correction during timed writings be allowed and encouraged. As the skill of immediate error recognition and correction is important, students should make corrections during a timed writing session, not after the designated time period has elapsed.
Timed writings begin in Module 2. The following is a suggested maximum timed interval for straight-copy timed writings at each grade level.
Information Processing 10.....3 mins.
Students may be given opportunities to attempt the same timed writing more than once in a timed session, two attempts may be appropriate. The goal of a succeeding attempt should be improving the previous keyboarding rate.
A keyboarding rate is determined by taking the total number of keyed words divided by the predetermined time interval in minutes. A word is defined as any five keystrokes.
If an error is not corrected at the conclusion of the timed writing, one word per uncorrected error may be deducted from the student's keyboarding rate. It is recommended that the product of such a timed writing be designated as ``correct words a minute,'' abbreviated CWAM.
Assessing Keyboarding Skill Improvement
Students should be evaluated on their individual achievements in the skill of touch keyboarding.
In order for touch keyboarding to be a useful skill, it is strongly recommended that students strive to exceed a minimum of 25 CWAM by the end of the core module for Information Processing 10. Teachers of senior students are encouraged to investigate current industry standards for entry level positions in the work place. Touch keyboarding skills will be used throughout the Information Processing program and should improve with regular practice. Assessment on keyboarding skill development should be collected regularly.
The following three-phase plan can be used to collect data for evaluating skill improvement:
Determination of an Entry
Rate: To measure improvement in keystroking ability, a base or
entry rate must be determined for each student. A pre-test could
take a variety of forms. For example, the student may be given two
three-minute timed writings of the same copy at the 10 level or
five-minute timed intervals at the 20 and 30 levels. The highest
rate achieved of the two timed writings would become the student's
entry rate.
Development and Improvement:
Once an entry rate has been established, the student may begin to
develop keystroking proficiency and improve touch keyboarding
skill. Development and improvement can be achieved through
exercises and tasks suggested within the curriculum.
Determination of an Exit
Rate: Upon completion of the development and improvement phase, a
final or exit keystroking rate can be determined. The exit rate
could be determined by selecting the highest timed writing rate
obtained in the student's final three timed sessions.
Information on progress in extending the keyboarding rate can be determined by comparing the student's entry rate with the exit rate.
When determining the entry rate or exit rate, careful consideration should be given to ensure that the conditions established to determine the exit rate be identical to those established for the entrance rate. The following considerations will apply:
The duration or length of the
timing used to determine the exit rate should be the same as that
used to determine the entry rate.
The copy selected for the
exit level timing should be of the same level of difficulty as the
copy used to establish the entry rate. The type of copy and its
syllabic intensity should be similar.
The method used for
calculating the exit rate should be the same as that used to
establish the entry rate. For example, if the entry rate was
established in correct words a minute, the exit rate should be
determined applying the same standards in correct words a
minute.
Timed writing information may be recorded in a timed writing log. This log can be used to chart a student's progress in keyboarding speed development and can be inserted into a student's portfolio of work. Timed writing information may be recorded by both the student and teacher. The information collected in the timed writing log, along with other information collected on student progress in keyboarding achievement, can be used in making an evaluation of keyboarding skill improvement.
The Skill of Keyboarding by Touch
Students need touch keyboarding skills in order to process
information efficiently and effectively. Therefore, it is
important for touch keyboarding skills to be developed and used
throughout the Information Processing program. Teachers are
encouraged to refer to Appendix A: Acquiring and
Developing the
Skill of Keyboarding, for support.
Three keyboarding modules are offered for skill development and
maintenance. Module 2 focuses on acquiring the skill of
keyboarding. This module is a core module and must be
successfully completed prior to beginning any other module except
Module 1 in a pure or a survey course. Module 5 is a 10-15 hour,
repeatable module designed to be used in each term where
Module 2 has not be completed. Students will enhance their
keyboarding skill in terms of speed and accuracy. Module 6 is a 5
hour module designed for use in a survey course after Module 2 has
been successfully completed. The objectives of this module require
learners to recall, maintain and improve the skill they developed
in Module 2.