| 1 |
Identify local employment opportunities and the skills, training, and education required for them. |
| 3 |
Access employment and training information by using community resources (e.g. library, school catalogs and/or the internet, etc.). |
| 4 |
Analyze and evaluate descriptions of job duties, wages, and benefits. |
| 6 |
*Complete a job application. |
| 7 |
Create a resume. |
| 9 |
*Read job ads and announcements for specific information. |
| 10 |
*Identify job titles, responsibilities, and places of employment, and wages associated with jobs. |
| 12 |
*Name employment possibilities in the community. |
| 16 |
Identify personal strengths, weaknesses, skills and past work experience. |
|
|
|
Each job listing related to the student's field of interest.
|
1 |
|
No job listing or job listing not related to student's field of interest.
|
0 |
|
Question is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning.
|
2 |
|
Question is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning., but the question can be understood with inference.
|
1 |
|
Question is inappropriate, incomprehensible, or incorrect, or there is no question.
|
0 |
|
|
|
|
|
90% of the items assigned to the Intermediate Low-Advanced level students are correct.
|
18 |
|
80% of the items assigned to the Intermediate Low-Advanced level students are correct.
|
16 |
|
70% of the items assigned to the Intermediate Low-Advanced level students are correct.
|
14 |
|
80% of the items assigned to the Beginning Low- Beginning High level students are correct.
|
12 |
|
70% of the items assigned to the Beginning Low- Beginning High level students are correct.
|
10 |
|
Less than 70% of the items assigned to the Beginning Low-Advanced level students are correct.
|
0 |
|
Neat and legible. Spelling errors do not interfere with meaning.
|
2 |
|
Not neat or legible, or spelling errors interfere with meaning.
|
0 |
|
|
|
|
|
Addresses all parts of the task effectively. Items are well stated and clearly expressed. No inference is required.
|
14 |
|
Addresses all parts of the task adequately. Some items may not be well stated. May require minimal inference.
|
12 |
|
Addresses some parts of the task adequately. Many items may not be well stated. May require some inference.
|
10 |
|
Addresses the task minimally. May be unclear. May require a substantial degree of inference.
|
8 |
|
Nothing written or content is incomprehensible or inappropriate.
|
0 |
|
Almost no errors in grammar, structure, spelling, capitalization, or punctuation.
|
4 |
|
Some errors in grammar, structure, spelling, capitalization, or punctuation that do not distract the reader.
|
3 |
|
Many errors in grammar, structure, spelling, capitalization, or punctuation that may require the reader to infer meaning.
|
2 |
|
Errors make the writing difficult to understand even with inference.
|
0 |
|
Correct format, neat, legible. Spelling errors do not interfere with meaning.
|
2 |
|
Incorrect format, not neat or legible, or spelling errors interfere with meaning.
|
0 |
|
|
|
|
|
Work sample included and explained.
|
2 |
|
Work sample not included and/or not explained.
|
0 |
|
|
|
|
|
Responses are appropriate, clear, and complete. There may be errors, but they do not interfere with meaning.
|
2 |
|
Responses are appropriate. They may lack clarity or may be partially complete. There may be errors that interfere with meaning, but the responses can be understood with inference.
|
1 |
|
Responses are inappropriate, incomprehensible, or there are no responses.
|
0 |
|
|
