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General Information

Civic Objective#:	1	Program Year:	2022-2023
Civic Objective:	Identify, evaluate, and compare financial service options in the community.
TOPSpro Form #:	015C	AAP #:	1.5
Assessment Type:	Portfolio
Level Range
From:	Beginning Low	To:	Advanced

Language and Literacy Objectives

Language and literacy objectives with an asterisk (*) are suitable for beginning low level students.
1	Read and reconcile financial statements.
2	Compare advantages and disadvantages of using cash, credit, checks, debit cards, and online services to make purchases and pay expenses.
3	*Read and discuss credit card and bank statements.
9	*Name financial institutions/services in the community.
10	*Ask and answer questions about locations, hours, and cost of services of financial institutions in the community.
11	*Read and fill out a personal check, a check register and/or deposit and withdrawal slips.
14	Compare the advantages and disadvantages of using financial services provided by banks, credit unions, credit card companies, check cashing services, including direct deposit, online bill pay, mobile payment apps, pay day loans, etc.

Additional Assessment Plan Tasks

Task: 1 Description: Complete a Personal Check and the Check Register Content A: (5 points possible) Given a bill and a check, student will write a check to pay the bill. Content B: (5 points possible) Given a check register with several entries, and which contains 6 columns, student will fill out the register with five pieces of information from the check student has written in Content A such as: check number, date, payee, amount, and balance. Student will be expected to leave the deposit column blank. Points Possible: 10 Level: Beginning Low - Beginning High Scoring Rubric Points Content A Check is appropriate, clear, complete, and has correct content. There may be errors but they do not interfere with meaning and will not cause the bank to return the check. 5 Check is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the check can be understood with inference and the errors or lack of completeness will not cause the bank to return the check. 3 Check is inappropriate, incomprehensible, or incorrect, or there is no check, and/or there are errors that will cause the bank to return the check. 0 Content B Register entry is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 5 Register entry is appropriate and has correct content. It may lack one of the 5 items, except the amount of the check. There may be errors that interfere with meaning, but the register can be understood with inference. 3 Register entry is inappropriate, incomprehensible, or incorrect, or there is no statement 0

Task: 2 Description: Find Information on Banking Institutions Given level-appropriate resources such as the internet, ads or brochures, student (BL-BH) will complete a chart listing local or online banking institutions that are most accessible to students, with level-appropriate information for each. Examples include, bank hours, locations, banking services offered, and fees. Optimally, the chart will be created on a computer and sent to the assessor electronically. Points Possible: 9 Level: Beginning Low - Beginning High Scoring Rubric Points 80% of the items assigned to the Beginning Low- Beginning High level students are correct. 8 70% of the items assigned to the Beginning Low- Beginning High level students are correct. 6 Less than 70% of the items assigned to the Beginning Low-Beginning High level students are correct. 0 Legibility, Neatness, and Spelling Neat and legible. Spelling errors do not interfere with meaning. 1 Not neat or legible or spelling errors interfere with meaning. 0

Task: 3 Description: Read and Interpret Bank and Credit Card Statements Given one authentic bank or other statement and one authentic credit card or other statement, student (BH-A) will demonstrate understanding of each by reading statements and answering up to 16 comprehension questions — 8 for each of 2 types of statements (BH =8, IL=12, IH-A=16). Given simplified resources, student (BL) will answer, orally or in writing, 6 questions (3 for each of 2 types of statements) of examiner. Points Possible: 16 Level: Beginning Low - Advanced Scoring Rubric Points Response is correct and comprehensible. 1 Response is incorrect or incomprehensible, or there is no response. 0

Task: 4 Description: List Advantages and Disadvantages of Banking Services Student will research financial services and write a list of up to 8 advantages or disadvantages of various banking, credit card, mobile payment and check cashing services (IL=7, IH-A=8), including one advantage and one disadvantage for each service such as direct deposit, online bill pay, electronic statements, mobile payment apps, and pay day loans, etc. Optimally, the list will be completed on a computer and sent to the assessor electronically. Points Possible: 8 Level: Intermediate Low - Advanced Scoring Rubric Points Item listed is correct and comprehensible 1 Item listed is incorrect or incomprehensible or there is no item listed. 0

Task: 5 Description: Compare Credit Card Companies Content A: (9 items, 9 points possible) Given information about 3 credit card companies, student will complete a chart by listing the costs related to 3 areas for each company, such as annual dues, interest rates and credit expenses Content B (3 items, 6 points possible) Student will write 3 level-appropriate sentences (1 for each of the areas listed in Content A) that compare and contrast the services of the companies and identify the best company for each area. Optimally, the chart will be created on a computer and sent to the assessor electronically. Points Possible: 15 Level: Intermediate Low - Advanced Scoring Rubric Points Content A Response is correct and comprehensible. 1 Response is incorrect or incomprehensible or there is no response. 0 Content B Sentence is appropriate, clear, complete, and has correct content. There may be errors, but they do not interfere with meaning. 2 Sentence is appropriate and has correct content. It may be partially complete. There may be errors that interfere with meaning, but the statement can be understood with inference. 1 Sentence is inappropriate, incomprehensible, or incorrect, or there is no statement. 0

Task: 6 Description: Select Work Sample Student will choose a sample of student's classroom work to include in the portfolio and provide a brief oral or written explanation giving the reason for choosing this sample. If the explanation is given orally, assessor will provide a summary or a checklist for inclusion in the portfolio. Points Possible: 2 Level: Beginning Low - Advanced Scoring Rubric Points Classroom work included and explained 2 Classroom work not included and/or not explained 0

Task: 7 Description: Reflect on Learning Student will answer 3 questions (or complete a checklist or questionnaire) reflecting on student's increased ability to access and use local financial institutions based on what student has learned (3 simple questions requiring short oral or written answers for BL-BH and more complex questions requiring longer oral or written responses for IL-A). Points Possible: 2 Level: Beginning Low - Advanced Scoring Rubric Points 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

Rating Scale

Total Points Possible:	43
Advanced:	36
Intermediate High:	32
Intermediate Low:	26
Beginning High:	22
Beginning Low:	16

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