Based on my current assessment map, students will develop technical competencies in the agricultural careers, the FFA organizations, and parliamentary procedure. They will also develop foundational technical competencies in biotechnology, natural resources, plant science, animal science, and agribusiness. These basic competencies will allow them to discover their interests, which they can explore further in other classes.
Based on ACTE Element 3, my map does provide valid and reliable evidence of the technical skills required by each standard. My assessment map uses formative and summative assessments and integrates performance-based assessments as well. All formative assessments are aligned to daily objectives, which are aligned to standards and indicators. My summative assessments are aligned to unit standards. One potential gap where my map may fall short of meeting the ACTE 3 “high quality” threshold is that certain assessments have seemingly subjective elements to grade. I do not use many quizzes or tests with correct answers. So, to fill this gap, I will need to create assessment rubrics with clear, objective verbiage. This will improve grading consistency and student understanding of my expectations.
My assessment map uses a lot of formative assessments. The purpose of these formative assessments is to let me know if students are moving toward career-readiness. So, that will be easy to assess, especially since my assessments are linked to standards. I will provide feedback through a variety of methods, including verbally after quick formative assessments, and in writing after summative assessments. One potential hurdle is making sure that every student gets feedback on formative assessments. I will navigate this by leaving comments on my school’s LMS if I am not able to speak with each student.