South Carolina Education & Business Summit

Greenville, South Carolina ~ June 27, 2007

South Carolina Education & Business Summit

Greenville, South Carolina ~ June 27, 2007

Presenter:

Brenda HattawayAssistant Executive Director

VTECS

Presenter:

Brenda HattawayAssistant Executive Director

VTECS

Developing Scenarios ─

Do Your Scenarios Need a

Little Caffeine?

Developing Scenarios ─

Do Your Scenarios Need a

Little Caffeine?

A Consortium for Innovative

Career and WorkforceDevelopment Resources

A Consortium for Innovative

Career and WorkforceDevelopment Resources

Since 1973 . . .

Since 1973 . . .

A Consortium of A Consortium of StatesStates

A Consortium of A Consortium of StatesStates

Ms. Amy McCaskill

Office of Career & Technology Education

Columbia, South Carolina

Phone: 803 – 734 – 4901

E-mail: amccaski@ed.sc.gov

Ms. Amy McCaskill

Office of Career & Technology Education

Columbia, South Carolina

Phone: 803 – 734 – 4901

E-mail: amccaski@ed.sc.gov

VTECS develops resources . . .VTECS develops resources . . .

. . . for CTE. . . . for CTE.

Graphic Representation of a Cluster

Graphic Representation of a Cluster

Academic, technical, and workplace knowledge and skills that cut across all Pathways in the Career Cluster.

A sector of a Career Cluster in which occupational specialties share a common set of academic, technical, and workplace knowledge and skills.

The Occupational Specialties that constitute a pathway.

SCENARIODEVELOPMEN

T

SCENARIODEVELOPMEN

T

From The VTECS Perspective

A realistic work situation with

pre-established criteria that

measures an individual’s

achievement of career cluster

foundation, pathway, or specialty

knowledge/skills.

What are scenarios?What are scenarios?

Why use scenarios?Why use scenarios?

“How many buses does the

army need to transport 1,128

soldiers, if each bus holds 36

soldiers?”

• This is from a national mathematics

assessment for 8th grade students.

• Almost one-third of the 8th graders

answered the question:

“31 remainder 12”

So, why use scenarios?

Use scenarios . . .

. . . for instruction to help students put what they learn into a context.

. . . for assessment to provide evidence of learning that reflects worthwhile content.

Three Principles for

Developing Well Designed

Scenarios

Three Principles for

Developing Well Designed

Scenarios

# 1 Require learners to transfer knowledge and skill learned in school to real life work situations.

# 1 Require learners to transfer knowledge and skill learned in school to real life work situations.

# 2 Place learners in a

simulated job role

and setting.

# 3 The measurement criteria

is critical to the

evaluation of the scenario

and provides the basis for

the scoring guide (rubric

or checklist).

SCENARIODEVELOPME

NT:4 Phases

SCENARIODEVELOPME

NT:4 Phases

• Identify Knowledge/Skill(s)

• Identify Business/Industry

Contacts

1. Plan/Organize1. Plan/Organize

• Identify a real situation through face to face contact with business/industry representative

• Obtain employer expectations for successful completion of tasks in the scenario.

(continued)

2. Create the Scenario2. Create the Scenario

• Write the workplace content and identify knowledge/skills, set-up requirements, academic and workplace skills.

• Determine performance elements & measurement criteria

• Develop scoring guide—rubric or performance checklist based on measurement criteria.

2. Create the Scenario2. Create the Scenario(continued)

3. Pilot Test

and

Revise

4. Validate with

business/industry

and/or other school

situations.

SCENARIO FORMAT

A. Scenario Title

 B. Foundation Knowledge/Skills Pathway Knowledge/Skills

Specialty Knowledge/Skills

C. Workplace Context/Situation

SCENARIO FORMAT (continued)

D.  Time for Completion

E. Academic Skills Required

F. Workplace Skills

SCENARIO FORMAT (continued)

G. Notes to the Teacher

H. Performance Elements & Measurement Criteria

I. Scoring Guide (Rubric/Checklist)

We’ve learned that . . . We’ve learned that . . .

• workplace context,

• performance elements,

• measurement criteria, and

• scoring rubric or checklist

• workplace context,

• performance elements,

• measurement criteria, and

• scoring rubric or checklist

It is It is criticalcritical that the . . . that the . . . It is It is criticalcritical that the . . . that the . . .

. . . Are . . . Are alignedaligned... . . Are . . . Are alignedaligned..

We’ve learned that . . .

Scenarios should allow

enough to be

implemented in different

localities or situations

without compromising the

content and criteria.

Scenarios should allow

enough to be

implemented in different

localities or situations

without compromising the

content and criteria.

Let’s create

one right now!!

So, how do you make a cup of coffee?

Visit the VTECS Web Site

http://www.vtecs.org

Visit the VTECS Web Site

http://www.vtecs.org