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Student Evaluation

 

There are three areas of importance in this curriculum on which teachers will collect data on student progress.  Teachers should clearly outline their expectations of students and make students aware of the expectations for content (concept attainment), application (knowledge of processes), and experiential knowledge.

 

Areas of importance

Range of emphasis (%)

Suggested assessment techniques

Content

(concept attainment)

20 – 30%

Ongoing student activities including written assignments, presentations, homework, attendance at workshops and symposiums

 

Application

(knowledge and application of basic competencies and processes)

 

30 – 40%

Checklists indicating achievement of basic competencies related to pork production

 

Experiential

(application of knowledge, developing skills and abilities, processes and attitudes using actual situations, site visitations and work study opportunities)

 

30 – 50%

Learning contracts (personal development and application of skills, abilities and attitudes )

 

Student Reference Manual including appropriate ongoing documentation indicative of independent learning

 

Work study component assessment

 

Refer to Saskatchewan Learning’s Student Evaluation:  A Teacher Handbook (1991) for examples of a variety of assessment (gathering data) and evaluation (making judgements based upon the gathered data) techniques.

 

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