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FBLA (Future Business Leaders of America) Assessment Implementation

1. Client Information Stacy Byous, Ph.D.


Introduction to Digital Technology Teacher
Discovery High School
email: stacyrae877@gmail.com
2. The Actual Assessment
AKS Standard 11 will be on the first page of eClass LMS at the introduction of FBLA
assessment and explained to students.

Course Standard 11
IT-IDT-11
Explore how related student organizations are integral parts of career and
technology education courses through leadership development, school and
community service projects, entrepreneurship development, and competitive
events.
11.1 Explain the goals, mission and objectives of Future Business Leaders of
America.
11.2 Explore the impact and opportunities a student organization (FBLA) can
develop to bring business and education together in a positive working relationship
through innovative leadership and career development programs.
11.3 Explore the local, state, and national opportunities available to students
through participation in related student organization (FBLA) including but not
limited to conferences, competitions, community service, philanthropy, and other
FBLA activities.
11.4 Explain how participation in career and technology education student
organizations can promote lifelong responsibility for community service and
professional development.
11.5 Explore the competitive events related to the content of this course and the
required competencies, skills, and knowledge for each related event for individual,
team, and chapter competitions.
3. The Measurement Tool (e.g., the Rubric you created for your
Assessment Plan)
10 Facts in Notebook

20 points

FBLA Poster

20 points

5 Facts on Poster

20 points

wav.file recording

20 points

5 Facts in recording

20 points

Grammar, Punctuation
2 points
Nicole Meade-Franklin
Assess Lrn in Tech-Enh Instr

11/13/16

and Spelling

deducted for
incorrect word

4. One Example of Student/Participant Submission with Teacher Feedback


and Grade

https://soundcloud.com/letstalktechnologytoday/fbla-audio/s-syQUr
5. Report of Your Findings
The FBLA assessment worked well when given to the teacher. She had no questions
about the rubric, but did question how the students were going to record from the
computers. The Lenovo desktop computers in the lab do not have microphones
installed. I loaned her my microphones I purchased from Microcenter to complete
the project. She did notice students were at different points in the project. This
made recording much easier because we had 10 microphones for a class of 35
students. Therefore, when the students did get a chance to use the microphone
they took the experience much more seriously knowing there were limited
resources.
Students did need clarification on recording in eClass. The teacher sampled step by
step on how to record. We also put the following directions on the eClass page.
Step 1:
Nicole Meade-Franklin

Assess Lrn in Tech-Enh Instr

11/13/16

Step 2:

Click

Step 3:

Click 3rd

Click 1st

Click 2nd

Step 4:

2nd Play Recording


1st Stop recording

Nicole Meade-Franklin
3rd Submit Recording

Assess Lrn in Tech-Enh Instr

11/13/16

This assessment was given to 35 students. The responses were typical for a
performance assessment given to this 9th grade class. Most of the student took the
assignment seriously, but some did not. Some students did not record all the facts
in their notebook until they realize the teacher was checking notebooks. Some
students put the same facts on the poster they did for the recording. These
students were told to resubmit the project with the correct information for each part
of the project. Overall, the assessment was successful for an Introduction to Digital
Technology 9th grade class.
We could improve on the time frame of the assessment. Discovery HS is on a block
schedule, whereas students have a 90 minute class each day. We see IDT students
2-3 times a week depending on advisement week. We gave the students two days
to complete the assessment. Given the limited resources I would like to extend the
FBLA assessment to three days each day focusing on each phase of the
assessment; research, poster and audio.
6. Report of Impact on Student Learning

69% = 100 grade


Nicole Meade-Franklin

Assess Lrn in Tech-Enh Instr

11/13/16

24 students received an 100.

17% = 70 grade

6 students received a 70 because they failed to edit their work and failed to
complete their recording.

9% = 0 grade

3 students failed because of a NTI (not turned in) grade. Their grade is a
reflection of their behavior and/or attendance.

3% = 80 grade

1 Spanish speaking student received an 80 because he did not record his


FBLA announcement. He had an interpreter to explain the work and has
google translator to read the assignment, but failed to complete the
recording.

7. Future Instructional Plans


We should create phases to the assessment. Allowing phase 1 to be a notebook
check will emphasize the importance of the facts and the students will not use the
same facts for the poster and audio. Phase 2 will be the poster assessment and
Phase 3 will be the audio assessment. This will change the rubric as follows:
10 Facts in Notebook

30 points

FBLA Poster

30 points

wav.file recording

30 points

Grammar, Punctuation
and Spelling

10 points added or
deducted for grammar,
punctuation and spelling

We should also include the following link for research:


http://www.fbla-pbl.org/
I would like to thank the assistance of Dr. Stacy Byous for conducting this FBLA
assessment in her IDT class.

Nicole Meade-Franklin

Assess Lrn in Tech-Enh Instr

11/13/16