1. 8/20/2012 Field Test Version Page 1 of 18 Supervisor
Assessment of Student College and Career Readiness SCORING GUIDE 1
2 3 4 SCORE Does Not Meet Approaches Expectations Meets
Expectations Exceeds Expectations ExpectationsFOUNDATIONAL SKILLS
The student has limited The student has some curiosity The student
is open to learning The student is very open to learning, curiosity
and research and research skills, and locates and has adequate
research skill; and has high level research skills; skills, and
does not information, but does not locates information, understands
locates, understands, and organizes a readily seek out organize it,
understand it, or it, organizes it, and evaluates its large
quantity of information, information, understand evaluate it.
credibility. evaluates it, and presents it in a usefulLocating, it,
or organize it for form.comprehending, analysis.and evaluating
Example: When asked to Example: The student began an Example: The
student was able to Example: The student was able to find build an
itinerary, the Internet search but only sought out find all needed
information on the all needed information on the
Internetinformation student was not able to 2 sources, and printed
out web Internet and in office databases; and in office databases;
understood and identify key words to begin pages but did not
organize, understood and organized the organized the information by
useful an Internet search. evaluate, or reference information;
information by useful categories; and categories; chose
destinations based on the client was not able to chose destinations
based on client client interest; and prepared a list of all
determine how selections were interest. the pertinent websites so
the client could made. investigate further. Copyright 2012 National
Academy Foundation. All rights reserved.
2. 8/20/2012 Field Test Version Page 2 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsFOUNDATIONAL SKILLS The student appears
The student may occasionally The student usually appears The
student usually appears attentive; inattentive and does not appear
inattentive, but retains attentive and retains most of retains
information delivered, as retain information delivered, most of the
information the information delivered, as evidenced through
subsequent as evidenced through delivered, as evidenced evidenced
through performance; takes notes as subsequent performance. through
subsequent subsequent performance; the necessary; and asks
questions or performance. student knows to take notes repeats back
key ideas, demonstratingListening and if necessary to remember that
information was heard.observation important information. Example:
When office policies Example: When office policies Example: When
office policies Example: When office policies were(Note: Young
adult behavior or were explained, the student were explained, the
student were explained, the student explained, the student appeared
attentivecultural factors may suggest appeared inattentive and
later appeared attentive but later appeared attentive and later and
later asked questions that deepened had to ask about the topics
asked numerous questions of asked questions of clarification.
understanding of issues that were notthat the student is not
listening reviewed. fact about the topics reviewed. covered in the
presentation.when in fact he/she is;subsequent performance ismore
important than affect The student notices few The student notices
some The student notices many The student notices many details
details about the work details about the work details about the
work about the work environment, ase.g., eye contactwhen judging
environment, as evidenced by environment, as evidenced by
environment, as evidenced by evidenced by being able tolistening
ability.) not being able to execute being able to execute proper
being able to demonstrate demonstrate safety or other safety or
other procedures safety or other procedures safety or other
procedures procedures after minimal after repeated after several
demonstrations. after minimal demonstration. demonstration; the
student also demonstrations. makes additional observations.
Example: The student did not Example: The student noticed Example:
After only two Example: After one demonstration, the put supplies
away properly or that supplies had to be put demonstrations, the
student student was able to retain important did not adhere to
safety away, but did not know where to was able to retain important
safely information; and, in written work, procedures after repeated
put them, after several safety information; and, in noticed
formatting problems and other demonstrations; did not notice
demonstrations; and, in written written work, noticed formatting
details about the document. that supplies were still out; and,
work, did not notice formatting problems. in written work, did not
notice problems. formatting problems. Copyright 2012 National
Academy Foundation. All rights reserved.
3. 8/20/2012 Field Test Version Page 3 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsFOUNDATIONAL SKILLS The student
demonstrates The student demonstrates The student demonstrates
significant The student exercises a high level of minimal critical
thinking and some critical thinking and critical thinking and
problem solving reasoning and analytical thinking, making problem
solving ability, problem solving ability, ability, exercising sound
reasoning judgments and explaining perspectives making hasty
judgments based making judgments based on and analytical thinking,
making based on evidence and previous findings on limited
information and some information and with judgments and explaining
or experience, and uses knowledge, facts, with limited reasoning;
when some reasoning; when perspectives based on evidence and and
data to solve workplace problems. confronted with challenges at
confronted with challenges previous findings; uses knowledge, work,
the student does not at work, the student knows facts, and data to
solve workplaceCritical know what to do or avoids to ask for
assistance. problems. trying to address thethinking,
challenges.problemformulation, Example: In helping with a bank
Example: In helping with a Example: In helping with a bank Example:
In helping with a bank transaction, transaction, the student could
bank transaction, the student transaction, the student was able to
the student was able to explain why he/sheand problem not explain
why he/she would understood why he/she would explain why he/she
would follow specific would follow specific procedures to ensure
thesolving follow specific procedures to follow specific procedures
to procedures to ensure the security of the security of the clients
assets and suggested ensure the security of the clients ensure the
security of the clients assets; when a customer was additional
security strategies based on assets; when a customer was clients
assets; when a upset about a business policy, the previous
experience; when a customer was upset about a business policy,
customer was upset about a student provided adequate information
upset about a business policy, the student the student did not know
what business policy, the student and solicited appropriate
support. provided all necessary information and to do and did not
ask for help. provided some information, solicited support
primarily to verify the but needed significant support. approach.
Copyright 2012 National Academy Foundation. All rights
reserved.
4. 8/20/2012 Field Test Version Page 4 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsFOUNDATIONAL SKILLS The student is only
minimally The student articulates The student articulates thoughts
The student articulates thoughts and able to articulate thoughts
thoughts and ideas with and ideas clearly and effectively. ideas
clearly and effectively; the verbally. moderate effectiveness.
student has public speaking skills.Oralcommunication Example: In a
staff meeting, the Example: The student had logical Example: The
student presented Example: The student presented ideas student did
not present ideas ideas to present but was reticent ideas
effectively in a staff meeting; effectively in a staff meeting and
spoke logically; the student either did not and only moderately
effective in information was presented effectively before a group
of people that contribute or interrupted others conveying the ideas
orally. completely and logically. she/he did not know. frequently.
The student writes memos, The student writes memos, The student
writes memos, The student writes memos, letters, letters, and
technical reports letters, and technical reports letters, and
technical reports with and technical reports with correct with
incorrect grammar and with largely correct grammar correct grammar
and grammar and punctuation; writing is punctuation; writing is and
punctuation; writing is punctuation; writing is clear; all clear,
complete, and effective.Written incomplete and unclear. clear.
necessary information is provided.communication Example: A letter
to a client had Example: A letter to a client was Example: A letter
to a client was Example: A letter to a client was written
incomplete or run-on sentences written with a few spelling errors
written correctly and clearly; all correctly and clearly; all
information was and numerous spelling errors; but was otherwise
grammatically pertinent information was included presented; the
tone was appropriate and substantial information was correct; some
information was and minimal editing was required. almost no editing
was required. missing. missing. Copyright 2012 National Academy
Foundation. All rights reserved.
5. 8/20/2012 Field Test Version Page 5 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsFOUNDATIONAL SKILLS The student cannot
perform The student performs basic The student usually performs The
student nearly always performs basic mathematical mathematical
computations but basic mathematical computations mathematical
computations quickly and computations and/or interpret slowly and
with errors, and/or quickly and accurately interprets accurately
interprets graphically- graphically-displayed data. misinterprets
graphically-displayed graphically-displayed data and/or displayed
data. data. knows to ask questions about the data. Example: The
student was not Example: The student calculated hours Example: The
student calculated Example: The student calculated
hoursQuantitative able to quickly count change, use worked, counted
change, and used hours worked, counted change, worked, counted
change, used fractionsreasoning fractions and decimals in fractions
and decimals in calculating used fractions and decimals in and
decimals in calculating weights and calculating weights and weights
and distances, but was not calculating weights and distances,
distances, performed algebraic distances, or verify the accuracy
able to perform other operations and was able to verify the
accuracy computations, and was able to verify the of operations
performed by Excel necessary to verify the accuracy of of sums and
percentages generated accuracy of complex operations performed and
displayed graphically. percentages generated by Excel and by Excel
and displayed graphically. by Excel and displayed graphically.
displayed graphically. Copyright 2012 National Academy Foundation.
All rights reserved.
6. 8/20/2012 Field Test Version Page 6 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsFOUNDATIONAL SKILLS The student does not
know The student is somewhat unclear The student generally knows
what The student knows what type of what type of precision is about
what type of precision is type of precision is appropriate to the
precision is appropriate to the task and appropriate to the task
and appropriate to the task and the task and the subject area, is
able to the subject area, is able to increase the subject area, and
is not subject area, and is able but not increase precision and
accuracy when precision and accuracy when a task or able to
increase precision flexible in modulating precision and a task or
process is repeated, and process is repeated, and uses precision
and accuracy when a task or accuracy as needed; the student uses
precision appropriately to reach appropriately to reach correct
process is repeated. makes several attempts before correct
conclusions in the context of conclusions in the context of the
task orPrecision understanding the level of detail the task or
subject. subject. needed for the task.andaccuracy Example: In
presenting a travel Example: In presenting a travel itinerary
Example: In presenting a travel itinerary Example: In presenting a
travel itinerary to itinerary to the client, the to the client,
most information was to the client, information was correct and the
client, all information was correct and information was
insufficiently correct, but was not sufficiently detailed
sufficiently detailed, and most very detailed, and all information
had been detailed and some information and was not verified.
information was verified. verified. At the same time, the student
was wrong; insufficient detail understood that an internal memo did
not was provided after feedback need to be as carefully crafted.
was given. Copyright 2012 National Academy Foundation. All rights
reserved.
7. 8/20/2012 Field Test Version Page 7 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsAPPLIED WORKPLACE SKILLS The student does
not The student has an intuitive idea The student generally
understands how The student has a clear understand how parts of a
about how part of a whole parts of a whole interact and how
understanding of how the parts of a whole interact and how interact
and how action in one actions in one area create whole inter-relate
and interact with actions in one area create part of a system can
affect other consequences elsewhere and can each other in complex
systems to consequences elsewhere. parts, but has difficulty
explaining articulate this with straightforward produce overall
outcomes and it with real examples. examples. provides
sophisticated examples.Systemsthinking For example, the student For
example, the student For example, the student can explain how For
example, the student can describe performs his/her own tasks but
understands that there are different departments contribute to the
organization how the various departments in a hotel does not
understand how his/her departments in an organization but as a
whole; how a companys high ethical contribute to hotel functioning,
how department fits into the larger cannot explain how they
contribute standards affect the bottom line; and the occupancy
rates may be linked to organization. to the organization as a
whole. role that the company plays in its changes in the economy,
or how the community. companys improvement efforts are linked to
changes in the industry. Copyright 2012 National Academy
Foundation. All rights reserved.
8. 8/20/2012 Field Test Version Page 8 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsAPPLIED WORKPLACE SKILLS The student
exhibits little The student sometimes exhibits The student exhibits
insight, intuition, The student exhibits insight, insight,
intuition, and insight, intuition, and imagination, and
imagination, and builds on the ideas intuition, and imagination,
and builds imagination, and rarely builds and rarely builds on the
ideas of of co-workers; demonstrates originality effectively on the
ideas of co- on the ideas of co-workers; co-workers; demonstrates
some and inventiveness in work, workers, generating new solutions;
demonstrates little originality originality and inventiveness in
communicates new ideas to others, and demonstrates originality and
and inventiveness in work, work, sometimes communicates integrates
knowledge across different inventiveness in work, communicates
rarely communicates new new ideas to others, and sees disciplines.
new ideas to others, integrates ideas to others, and is not able
connections across different knowledge across different to see
connections across disciplines. disciplines, and uses resulting
ideas different disciplines. to propose alternative
options.Creativityand Example: In IT, the student was Example: In
IT, the student Example: In IT, the student identified a Example:
In IT, the student stymied by having to network proposed a few
ideas related to new way to network computers at a new implemented
a new way to networkinnovation computers at a new office networking
at a new office location; office location; in Finance, the student
was computers at a new office location; in location; the student
had few in Finance, the student made a link able to apply
cost-cutting measures learned Finance, the student was able to
apply original ideas; in Hospitality, the between home budgeting
and small- at home to a budget issue faced by a small cost-cutting
measures learned in several student was not able to build on
business budgeting; in Hospitality, business; in Hospitality, the
student actively other situations to a budget issue, co-worker
ideas to create a new the student took others ideas but engaged
with co-workers to create a new coming up with a new alternative;
in menu for customers with unusual did not contribute any of
his/her menu for customers with unusual dietary Hospitality, the
student engaged with dietary restrictions. own, when asked to
create a new restrictions. co-workers to create a new menu for menu
for customers with unusual customers with unusual dietary dietary
restrictions. restrictions and suggested a new process for amending
the menu in the future. Copyright 2012 National Academy Foundation.
All rights reserved.
9. 8/20/2012 Field Test Version Page 9 of 18 1 2 3 4 SCORE Does
Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsAPPLIED WORKPLACE SKILLS The student does
not possess The student selects and uses The student selects and
uses The student readily selects and uses basic computer skills.
some technology to accomplish a appropriate technology to
accomplish a appropriate technology to given task and applies some
given task and applies computing skills accomplish a given task and
easilyInformation computing skills to problem to problem solving.
applies computing skills to problemtechnology solving.
solving.application For example, the student was not For example,
the student was able For example, the student was able to use For
example, the student had facility able to use either Word or Excel
to use Word for word processing Microsoft Office Suite, and had
facility with with Word, Excel, and PowerPoint; had and had limited
facility with the and accessed the Internet, but did the Internet.
facility with the Internet; and was able Internet. not know Excel
or PowerPoint. to do some limited programming in HTML. The student
builds minimal The student builds collaborative The student builds
collaborative The student builds collaborative relationships with
colleagues relationships with colleagues and relationships with
colleagues and relationships with colleagues and and customers and
has customers and is able to work customers and is able to work
customers; is able to work difficulty working in a team.
comfortably in a team comfortably in a team environment,
comfortably in a team environment, environment, with varying with
varying viewpoints and divisions of with varying viewpoints and
divisions viewpoints and divisions of responsibility; contributes
actively to of responsibility; contributes actively responsibility.
the team effort. to the team effort; and negotiates and manages
divergent perspectivesTeamwork/ and any conflict as it
arises.collaboration For example, at an IT product For example, at
an IT product For example, at an IT product development For
example, at an IT product development meeting, the development
meeting, the student meeting, the student participated in project
development meeting, the student student participated minimally in
participated in project planning and planning, recognized differing
points of participated in project planning and project planning and
does not recognized differing points of view, view, volunteered to
participate in the readily volunteered to participate in the
volunteer to contribute. but did not readily volunteer to research
component, and contributed ideas research component; the student
was contribute to the project. to the discussion about next steps.
able to work effectively in an environment of divergent
perspectives and synthesize these perspectives to move the teams
work forward. Copyright 2012 National Academy Foundation. All
rights reserved.
10. 8/20/2012 Field Test Version Page 10 of 18 1 2 3 4 SCORE
Does Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsAPPLIED WORKPLACE SKILLS The student is
occasionally The student works The student learns from and works
The student learns from and works disrespectful of others.
collaboratively with individuals collaboratively with individuals
collaboratively with individuals representing diverse cultures,
representing diverse cultures, races, representing diverse
cultures, races, races, ages, genders, religions, ages, genders,
religions, lifestyles, and ages, genders, religions,
lifestyles,Ability to lifestyles, and viewpoints. viewpoints. and
viewpoints; seeks outwork with opportunities to leverage diverse
experiences.diverseindividuals For example, the student made For
example, the student was For example, the student worked For
example, the student not only a comment related to a staff
respectful and did not make successfully within a diverse group; in
worked well with others but learned members age. inappropriate
judgments. planning a meeting, was careful to avoid about others
experiences and built days that might conflict with the religious
trust; sought out more experienced observances of team members.
staff members to learn about the history of the organization. The
student acts somewhat The student demonstrates The student
demonstrates integrity and The student demonstrates integrity
irresponsibly with regard to integrity and ethical behavior.
ethical behavior; the student acts and exemplary ethical behavior;
the office procedures. responsibly with the interests of others
student acts responsibly with the in mind. interests of others in
mind.Ethicalbehavior Example: The student was not Example: The
student was careful in Example: The student was careful in Example:
The student was careful in careful in following computer following
computer security following computer security procedures and
following computer security procedures, security procedures.
procedures. was helpful to others. was helpful to others, and
served as an example to other interns. Copyright 2012 National
Academy Foundation. All rights reserved.
11. 8/20/2012 Field Test Version Page 11 of 18 1 2 3 4 SCORE
Does Not Meet Approaches Expectations Meets Expectations Exceeds
Expectations ExpectationsAPPLIED WORKPLACE SKILLS The student
cannot respond The student can respond to The student can respond
to change The student can respond to change to change easily and
spends change to some degree. quickly and adjust plans accordingly.
quickly and adjust plans accordingly; more energy resisting than
the student is flexible and arrives at finding solutions. new
solutions when necessary toFlexibility/ adapt to a new
situation.adaptability For example, in a computer For example, in a
computer For example, in a computer installation For example, in a
computer installation installation project, the student
installation project, the student was project, the student was able
to adjust project, the student adjusted plans and was stuck when
parts did not able to adjust plans but needed plans and workflow
when parts did not workflow when parts did not arrive on arrive on
schedule. encouragement. arrive on schedule. schedule; the student
quickly came up with a workaround. Copyright 2012 National Academy
Foundation. All rights reserved.
12. 8/20/2012 Field Test Version Page 12 of 18 1 2 3 4 SCORE
Rarely Sometimes Usually AlwaysSELF-MANAGEMENT AND PERSONAL
RESPONSIBILITY The student does not The student sometimes The
student usually estimates The student accurately estimates how
accurately estimate how estimates how much time it how much time it
takes to much time it takes to complete much time it takes to takes
to complete outstanding complete outstanding and outstanding and
anticipated tasks and complete outstanding and and anticipated
tasks and tries to anticipated tasks and allocates allocates
sufficient time to complete anticipated tasks or allocate allocate
sufficient time to sufficient time to complete the the tasks; uses
calendars and creates sufficient time to complete complete the
tasks; sometimes tasks; usually uses calendars to do lists to
organize tasks into the tasks; does not use uses calendars and to
do lists; and creates to do lists to productive chunks of time;
locates andManages time calendars or to do lists; sometimes locates
and utilizes organize tasks; usually locates utilizes settings
conducive to propereffectively; places him-/herself in settings
conducive to proper and utilizes settings conducive concentration;
prioritizes work time in settings that allow for concentration;
does not always to proper concentration; relation to competing
demands such aspunctual distraction; does not prioritize work time
usually prioritizes work time in school and socializing; is nearly
always prioritize work time in appropriately; and is sometimes
relation to competing on time and present, and always relation to
competing late or absent without informing demands; is usually on
time informs his/her supervisor if delayed or demands; and is
rarely on his/her supervisor. and present, and if delayed or
absent. time or frequently absent absent, informs his/her without
informing his/her supervisor. supervisor. Copyright 2012 National
Academy Foundation. All rights reserved.
13. 8/20/2012 Field Test Version Page 13 of 18 1 2 3 4 SCORE
Rarely Sometimes Usually AlwaysSELF-MANAGEMENT AND PERSONAL
RESPONSIBILITY The student waits for The student does not always
The student usually takes The student takes initiative; is easily
direction and rarely takes take initiative; the student needs
initiative and asks for support able to work independently and
locate initiative; the student significant support to maintain as
needed; the student is able resources as needed; actively
seeksSelf-directed; requires ongoing monitoring productivity. to
work independently and guidance; and keeps his/her supervisortakes
initiative; to maintain productivity. seek out resources, but needs
apprised of progress.resourceful guidance. The student does not
seek The student sometimes seeks The student seeks out new The
student actively seeks out newTakes out new knowledge and out new
knowledge and skills, knowledge and skills, is aware knowledge and
skills; monitors his/her skills, does not monitor but needs
significant support; is of his/her own learning needs, own learning
needs and is strategic inresponsibility his/her own learning needs,
moderately aware of his/her and usually learns from his/her
addressing them; and learns fromfor learning; and does not learn
from own learning needs; and mistakes. his/her mistakes, rarely
repeating the his/her mistakes. sometimes repeats mistakes. same
mistake.seeks to learn The student either asks The student
sometimes knows The student usually knows The student knows when to
ask for questions that are not when to ask for assistance or when
to ask for assistance or assistance or information and collects
appropriate or does not ask information, but sometimes asks
information and usually sufficient information to ask
thoughtfulAsks questions when information questions that are not
well collects sufficient information questions; prepares in advance
asappropriate is needed. reasoned. to ask thoughtful questions.
necessary; and engages in activequestions dialogue. Copyright 2012
National Academy Foundation. All rights reserved.
14. 8/20/2012 Field Test Version Page 14 of 18 1 2 3 4 SCORE
Rarely Sometimes Usually AlwaysSELF-MANAGEMENT AND PERSONAL
RESPONSIBILITY The student has difficulty The student is sometimes
able The student is able to The student is able to readily
understanding the relative to understand the relative understand
the relative understand the relative importance of importance of
tasks and importance of tasks and organize importance of tasks with
active tasks and organize work accordingly;Prioritizes organizing
work accordingly. work accordingly. guidance of the supervisor and
the student comes to his/her supervisortasks then organize work if
he/she needs guidance. accordingly. The student is not able to The
student is sometimes able The student is usually able to The
student is able to persist when persist when presented with to
persist when presented with persist when presented with a presented
with a novel, difficult, or a novel, difficult, or a novel,
difficult, or ambiguous novel, difficult, or ambiguous ambiguous
task; the student has great ambiguous task and is easily task but
can be discouraged, not task and finds strategies that tenacity,
finding sometimes novelPersistent discouraged. finding effective
strategies to enable him/her to do so; the strategies to maintain
motivation and maintain motivation and student does not give up
easily. productivity and solve problems. productivity. Copyright
2012 National Academy Foundation. All rights reserved.
15. 8/20/2012 Field Test Version Page 15 of 18 1 2 3 4 SCORE
Rarely Sometimes Usually AlwaysSELF-MANAGEMENT AND PERSONAL
RESPONSIBILITY The student fails to bring The student tries to
brings tasks The student usually brings The student brings tasks to
completion tasks to completion and and projects to completion after
tasks and projects to after sufficient persistence, meetsBrings
tasks and misses deadlines. sufficient persistence and meets
completion after sufficient deadlines, and effectively negotiates
any deadlines most of the time. persistence and meets changes to
priorities and timing alongprojects to deadlines. the
way.completion The student is rarely aware The student is sometimes
aware The student is generally aware The student is highly aware of
his/her of his/her current level of of his/her current level of of
his/her current level of current level of mastery and mastery and
understanding mastery and understanding (and mastery and
understanding understanding (and misunderstandings) (and
misunderstandings) of a misunderstandings) of a subject; (and
misunderstandings) of a of a subject; is able to reflect on what
subject; is not able to reflect the student needs significant
subject; with some guidance, worked and what needed
improvementAware of own on what worked and what guidance to reflect
on what the student is able to reflect regarding a particular task;
is highly needed improvement worked and what needed on what worked
and what reasoned and realistic in self-appraisal;abilities and
regarding a particular task; improvement regarding a needed
improvement and knows where improvement isperformance has
unrealistic expectations particular task; the student is regarding
a particular task; the necessary or not necessary, both in a of
him-/herself (either too somewhat aware of his/her student is aware
of his/her given task and for his/her overall high or too low); and
is overall strengths and areas overall strengths and areas
development. unaware of his/her overall needing improvement.
needing improvement. strengths and areas needing improvement.
Copyright 2012 National Academy Foundation. All rights
reserved.
16. 8/20/2012 Field Test Version Page 16 of 18 1 2 3 4 SCORE
Rarely Sometimes Usually AlwaysSELF-MANAGEMENT AND PERSONAL
RESPONSIBILITYExhibits The student behaves The student behaves
somewhat The student behaves The student behaves exceptionally
irresponsibly and/or responsibly and professionally, responsibly
and professionally, responsibly and professionally, based
onresponsible and unprofessionally, based on based on standards in
the as appropriate to the industry, the standards in the industry,
field, and standards in the industry, industry, field, and
workplace in field, and workplace in which workplace in which
he/she is working.professional field, and workplace in which which
he/she is working. he/she is working.behaviors as he/she is
working.defined by theindustry or field Copyright 2012 National
Academy Foundation. All rights reserved.
17. 8/20/2012 Field Test Version Page 17 of 18 1 2 3 4 Level of
Knowledge Level of Knowledge Level of Knowledge Meets Level of
Knowledge Exceeds SCORE Approaches Expectations Falls Below
Expectations Expectations ExpectationsKNOWLEDGE OF THE FIELD AND
ORGANIZATIONAL CONTEXT Example: In the healthcare Example: In the
healthcare field, Example: In the healthcare field, Example: In the
healthcare field, the field, the student has little the student has
some the student generally understands student fully understands
the range ofUnderstands understanding of the range of understanding
of the range of the range of opportunities in the opportunities in
the healthcare field career opportunities in the healthcare
opportunities in the healthcare healthcare field from pediatrics
from pediatrics to gerontology, from homeopportunities/ field and
does not know where field, some knowledge about where to
gerontology, and from home health care assistance to surgery, and
there will be areas of growth. there will be areas of growth, and
health care assistance to surgery from service delivery to
biomedicalrequirements in knows the general education and generally
knows where research and knows where there willthe industry or
requirements for various there will be areas of growth; be areas of
growth; knows what education professions in the industry. knows
what education level is level is required for various
professionsfield overall required for various professions. and what
kinds of knowledge, skills, and dispositions are needed for
success.Understands Example: The student has little Example: The
student understands Example: The student has broad Example: The
student fully understands acareer understanding of the basics some
basics about the area of understanding of the basics of the range
of issues in the area of pediatricopportunities/ about the area of
pediatric pediatric nursing, such as the key field of pediatric
nursing, such as nursing, such as the key responsibilities,
nursing, such as the key responsibilities and education level the
key responsibilities, education education level required,
technologyrequirements in responsibilities and education required
to enter the field. level required, and technology demands, future
trends in the field, andthe specific level required in the field.
requirements. demand in the local region.occupationalarea related
tothe internshipor studentproject Copyright 2012 National Academy
Foundation. All rights reserved.
18. 8/20/2012 Field Test Version Page 18 of 18 1 2 3 4 Level of
Knowledge Level of Knowledge Level of Knowledge Meets Level of
Knowledge Exceeds SCORE Approaches Expectations Falls Below
Expectations Expectations ExpectationsKNOWLEDGE OF THE FIELD AND
ORGANIZATIONAL CONTEXT Example: The student does not Example: The
student has some Example: The student clearly Example: The student
fully understandsUnderstands understand the organization;
understanding of the overall understands the overall the overall
organizations structure,the culture, the student did not master
organizations structure, organizations structure, geographic
geographic service area, size, and range ofetiquette, and simple
organizational geographic service area, size, and service area,
size, and range of opportunities in the organization; the
navigation tasks, such as range of opportunities in the
opportunities in the organization; the student is very successful
in basicpractices of the completing timesheets, calling in
organization; the student knows student is successful in basic
workplace navigation, such asworkplace or sick, participating in
meetings, how to complete timesheets, call workplace navigation,
such as completing timesheets, calling in sick, and obtaining
information about in sick, participate in meetings, completing
timesheets, calling in sick, participating in meetings, and
obtainingproject clients other processes. and obtain information
about participating in meetings, and information; the student is
able to makeorganization and other processes. obtaining information
about other additional suggestions to improve officeknows how to
processes. practice.navigate theorganization Example: The student
did not Example: The student usually used Example: The student used
effective Example: The student used effective use effective
communication effective communication communication approaches
(email, communication approaches (email,Knows how to approaches
(e.g., emails were approaches, but some telephone, etc., as
requested); telephone, etc., as requested), was too informal) and
did not communications were not observed office hours and other
professional in all communications, andinteract with understand
office hours and professional, and the student did protocols; and
appeared to work observed office hours and othersupervisors, other
protocols. not always know how to interact relatively easily with
his/her protocols; the student appeared to work with his/her
supervisor and supervisor and teammates, even easily with his/her
supervisor andclients, and teammates. though it was a new
environment. teammates, was very sensitive to varyingteammates work
styles, and adjusted his/her own style accordingly. Copyright 2012
National Academy Foundation. All rights reserved.
19. 8/20/2012 Field Test Version Page 1 of 2 GUIDELINES FOR
COORDINATORS OF THE SUPERVISOR ASSESSMENT OF STUDENT COLLEGE AND
CAREER READINESSINTRODUCTIONThe National Academy Foundation (NAF)
has long advocated for the value of work-based learning
opportunities asessential to helping youth succeed as adults in the
world of work and beyond. High school internships and similar
in-depthwork-based learning experiences, such as school-based
enterprises, represent the culmination of a series of
carefullyplanned learning opportunities that bring together key
workplace lessons and prepare youth for college, careers, and
life.NAF has partnered with WestEd, an educational research,
development, and service agency, to develop a comprehensivestudent
assessment and certification system for NAF Career Academies. The
system will benefit students, colleges, andindustry; it provides
academy students with critical feedback about the skills and
knowledge they need to succeed inpostsecondary and workforce
pursuits, while providing colleges and employers with a valid,
authentic, and unique measureof student readiness for further
education and work.A key component of the certification system is
the Supervisor Assessment of College and Career Readiness.OVERVIEW
OF THE ASSESSMENTWho: The assessment is designed for completion by
the students direct supervisor or an adult mentor who has had
theopportunity to observe the students work. If the student rotates
to a variety of positions within a single internship orother
work-based learning experience, each supervisor would complete a
separate assessment, or the employer point-of-contact will combine
the scores, as appropriate. Please work with the employer
point-of-contact to make the properarrangements.When: The
assessment should be completed at the end of the internship or
other culminating work-based learningexperience (CWBL). It is
intended to assess the skills and knowledge gained over the course
of the students academyexperience, including coursework, projects,
previous career exploration and work-based learning experiences,
and theculminating internship experience itself, as evidenced by
the application of knowledge and skills in the real world
ofwork.What: The assessment includes a list of 14 Foundational and
Applied Workplace Skills, 9 items to assess Self-Management and
Personal Responsibility, and 4 items related to Knowledge of the
Field and Organizational Context.These items are intended to
measure readiness for both college and careers. They were arrived
at through a thoroughreview of the literature and consultation with
a team of experts.The assessment also includes space to list
technical skills that are specific to a particular industry, field,
or workplace, aswell as for additional commentary.How: The
assessment is designed to be easy to complete. Most of the
questions are on a simple four-point scale. Thesupervisor simply
selects the number that corresponds to the assessment of the
student on each item. The supervisorshould respond as objectively
and candidly as possible. A glossary and a scoring guide are
provided to assist supervisorsand promote consistency in
scoring.Why: The assessment will contribute to the students overall
certification, but will not be the sole measure. We needaccurate
and reliable information to both support student success and
continuously improve the program. Copyright 2012 National Academy
Foundation. All rights reserved.
20. 8/20/2012 Field Test Version Page 2 of 2IMPLEMENTATIONIn
Advance of the Experience: Setting the stage for learning and
successContact the internship or other work-based learning site to
generally orient the direct supervisor to the internship as
alearning experience and the purpose of the assessment. Provide
copies of the Gold Standards, the documentOrientation of
Supervising Professionals to the NAF Internship Assessment, and the
assessment itself.With supervisors, discuss the following key
points about the assessment: We recognize some skills may be more
important in one industry or job than another, but the skills
listed are based on research on essential skills for students
long-term success in whichever path they choose to pursue. The
assessment will be completed online, and should not take more than
1530 minutes. We ask that the assessment be completed as
objectively as possible; we want students to learn about themselves
through the experience. If students receive any low scores, they
will have the opportunity to learn the related skills through
supplemental projects at school so they can transition to college
and future careers fully prepared.With both supervisors and
students: Review the assessment as an integral component of the
Learning Plan process.Review the Glossary and Scoring Guide to
ensure that the supervisors and students both understand each item.
Usethe assessment to help guide the identification of the students
learning goals goals that will enable the student toboth build on
strengths and work on areas that may be challenging. Include these
goals in the students Learning Plan.During the Experience: Early
identification of strengths and challengesWith supervisors:
Maintain contact with the supervisor to identify areas of challenge
for the student, to enable thesupervisor and the student to address
these skill areas before the final assessment.With students: Use
the assessment to facilitate students self-assessment and
discussion about what they are learning inthe various skill areas,
where they feel strong, and where they feel challenged. Have
students provide specific examples (evidence) of areas of learning,
strength, and challenge, as this is important for self-knowledge
and for communication with the supervisor; this will also deepen
the students understanding of the industry or field and provide
useful insights for college applications and future career
development. Facilitate problem-solving and guide students in how
to speak with their supervisors to ensure learning. Enable students
to request support if needed.At the End of the Experience: The
final assessmentProvide a notification to the supervisor(s) about
the need to complete the assessment online by a given date.If more
than one supervisor is assessing one student, contact the employer
to discuss how the results will be combined.Follow-Up as Needed:A
phone call should be made to the supervisor to verify scores in
cases such as the following: The scores appear very unusual (though
workplace performance will often differ from classroom
performance). The scores are extremely uniform. (Few students are
equally skilled in all areas.) The student received scores of 1
follow-up would be to a) understand in what ways the student
performed less than adequately; b) explore activities that would
enable the student to bring the scores up. There was more than one
N/A No Opportunity to Observe per section. This affects how
complete the assessment is. Programmatically, you will want to ask
if the opportunity was not provided at all or whether it was
provided but not observed. This will inform next steps for the
student and future conversations with the employer. Copyright 2012
National Academy Foundation. All rights reserved.
21. 8/20/2012 Field Test Version Page 1 of 4 Supervisor
Assessment of Student College and Career Readiness GLOSSARYSKILL
DEFINITIONFoundational Skills The student is open to learning and
demonstrates the following information-gathering skills: seeks out
and locates informationLocating, understands and organizes
informationcomprehending, evaluates information for quality of
content, validity, credibility, and relevanceand evaluating
references sources of information appropriatelyinformation For
example, the student gathers information to build an itinerary for
a group of travelers, understands the information, and is able to
identify which information is credible and valuable for the
travelers based on their expressed interests and needs; the student
keeps track of which web sites were accessed. The student pays
attention to verbal information and instructions; follow-up
questions and subsequent action reflect attentiveness and
comprehension; the student observes workplaceListening and events,
notices details, and remembers procedures, processes, and
demonstrations.observation For example, the student listens to
instructions about office policies and asks questions if
instructions were not understood; in an IT setting or a commercial
kitchen, the student pays careful attention to steps that are
followed, to safety procedures, and to quality control standards.
The student demonstrates the following critical thinking and
problem solving skills: exercises sound reasoning and analytical
thinking (formulates problems, makes judgments andCritical
thinking, explains perspectives based on evidence and previous
findings)problem uses knowledge, facts, and data to solve workplace
problemsformulation, and For example, in helping with a bank
transaction, the student can explain why he/she would follow
specificproblem solving procedures to ensure the security of the
clients assets; when a customer is upset about a business policy,
the student identifies the source of the problem, provides adequate
information, and solicits appropriate support. The student
articulates thoughts and ideas clearly and effectively; the student
has public speakingOral skills.communication For example, the
student can present ideas effectively in a staff meeting.Written
The student writes memos, letters, and technical reports with
correct grammar and punctuation; writing is clear and
effective.communication For example, a letter to a client is
written correctly and clearly.Quantitative The student performs
basic mathematical computations quickly and accurately. For
example, the student can calculate hours worked, count change, use
fractions and decimals inreasoning calculating weights and
distances, and verify the accuracy of operations performed by
Excel. The student knows what type of precision is appropriate to
the task and the subject area, is able to increase precision and
accuracy when a task or process is repeated, and uses
precisionPrecision and appropriately to reach correct conclusions
in the context of the task or subject.accuracy For example, in
presenting a travel itinerary to the client, information is
sufficiently detailed and all information has been verified.
Copyright 2012 National Academy Foundation. All rights
reserved.
22. 8/20/2012 Field Test Version Page 2 of 4SKILL
DEFINITIONApplied Workplace Skills The student has a clear
understanding of how the parts of a whole inter-relate and interact
with each other in complex systems to produce overall
outcomes.Systems thinking For example, in Hospitality, the student
can describe how the various departments in a hotel contribute to
hotel functioning, the role of the hotel in the community, or how
occupancy rates may be linked to changes in the economy. The
student exhibits insight, intuition, and imagination, and builds on
others ideas to develop something new; demonstrates originality and
inventiveness in work; communicatesCreativity and new ideas to
others; and integrates knowledge across different
disciplines.innovation For example, in IT, the student identifies a
new way to network computers at a new office location; in Finance,
the student is able to apply cost-cutting measures learned at home
to a budget issue faced by a small business; in Hospitality, the
student engages with co-workers to create a new menu for customers
with unusual dietary restrictions. The student selects and uses
appropriate technology to accomplish a given task and
appliesInformation technology computing skills to
problem-solving.application For example, the student is able to use
Excel for calculations and has facility with the Internet. The
student builds collaborative relationships with colleagues and
customers; is able to work comfortably in a team environment, with
varying perspectives and divisions ofTeamwork/collaboration
responsibility, contributing appropriately to the team effort; and
negotiates and manages conflict effectively. For example, the
student participates effectively in a project planning, recognizes
various points of view, and volunteers to contribute to the
research effort. The student learns from and works effectively with
individuals representing diverseAbility to work with cultures,
races, ages, genders, religions, lifestyles, and viewpoints.diverse
individuals For example, the student listens respectfully to the
views of diverse teammates and ensures that a planned meeting date
does not conflict with team members religious observances, even if
these differ from his/her own. The student demonstrates integrity
and ethical behavior; the student acts responsibly withEthical
behavior the interests of others in mind. For example, the student
is careful in following computer security procedures. The student
can respond to change quickly and adjust plans
accordingly.Flexibility/adaptability For example, in a computer
installation project, the student is able to adjust plans and
workflow when parts do not arrive on schedule. Copyright 2012
National Academy Foundation. All rights reserved.
23. 8/20/2012 Field Test Version Page 3 of 4SKILL
DEFINITIONSelf-Management and Personal Responsibility The student
accurately estimates how much time it takes to complete outstanding
and anticipated tasks and allocates sufficient time to complete the
tasks; uses calendars and createsManages time to do lists to
organize tasks into productive chunks of time; locates and utilizes
settingseffectively; punctual conducive to proper concentration;
prioritizes work time in relation to competing demands such as
school and socializing; arrives on time and attends consistently;
and informs his/her supervisor if there are changes.Self-directed;
takes The student takes initiative and is able to work
independently as needed; the student looks forinitiative;
resourceful the means to solve problems.Takes responsibility The
student actively seeks out new knowledge and skills, monitors
his/her own learning needs,for learning; seeks to and learns from
his/her mistakes.learnAsks appropriate The student knows when to
ask for assistance or information and collects sufficientquestions
information to ask thoughtful questions. The student is able to
understand the relative importance of tasks and organize
workPrioritizes tasks accordingly. The student is able to persist
when presented with a novel, difficult, or ambiguous task
andPersistent finds strategies that enable him/her to do so.Brings
tasks and The student brings tasks and projects to completion after
sufficient persistence; the studentprojects to meets
deadlines.completionAware of own abilities The student is able to
reflect on what worked and what needed improvement regarding a
particular task; the student is aware of his/her current level of
mastery and understanding (andand performance misunderstandings) of
a subject and of his/her strengths and areas needing
improvement.Exhibits responsibleand professional The student
behaves responsibly and professionally, as appropriate to the
industry, field, andbehaviors as defined workplace in which he/she
is working.by the industry orfield Copyright 2012 National Academy
Foundation. All rights reserved.
24. 8/20/2012 Field Test Version Page 4 of 4SKILL
DEFINITIONKnowledge of the Field and Organizational
ContextUnderstands career For example, in the healthcare field, the
student understands the range of opportunities in
theopportunities/requirements healthcare field and knows where
there will be areas of growth.in the industry or field
overallUnderstands careeropportunities/requirementsin the specific
occupational For example, in the healthcare field, the student
understands basics about the area of pediatricarea related to the
nursing, such as the key responsibilities and education level
required to enter the field.internship or studentprojectUnderstands
the culture,etiquette, and practices of For example, the student
understands the overall organizations culture and etiquette,the
workplace or project structure, geographic service area, size, and
range of opportunities in the organization; theclients organization
and student knows how to perform basic work processes such as
completing timesheets, calling in sick, and participating in
meetings, and knows how to obtain additional information as
needed.knows how to navigate theorganizationKnows how to interact
with For example, the student uses effective and appropriate email
communication approaches, cansupervisors, clients, and request
meetings as needed, and adjusts interaction style to fit varying
situations.teammates Copyright 2012 National Academy Foundation.
All rights reserved.
25. 8/20/2012 Field Test Version Page 1 of 3 SUPERVISOR
ASSESSMENT OF STUDENT COLLEGE AND CAREER READINESS 1Directions:
Please answer the following items based upon your experience
observing the student.Please be objective and candid in your
assessment; your responses will help strengthen our program.If you
have not had the opportunity to observe the students skill level or
behavior in a particular area, please respondN/A: No Opportunity to
Observe.Part I. Common Core College and Career Readiness
SkillsPlease rate the students foundational and applied workplace
skills according to the rating scale below. 1 2 3 4 N/A Does Not
Meet Approaches Meets Exceeds No Opportunity Expectations
Expectations Expectations Expectations to Observe A. Foundational
Skills Locating, comprehending, and evaluating 1 2 3 4 N/A
information Listening and observation 1 2 3 4 N/A Critical
thinking, problem formulation, and problem 1 2 3 4 N/A solving Oral
communication 1 2 3 4 N/A Written communication 1 2 3 4 N/A
Quantitative reasoning 1 2 3 4 N/A Precision and accuracy 1 2 3 4
N/A B. Applied Workplace Skills Systems thinking 1 2 3 4 N/A
Creativity and innovation 1 2 3 4 N/A Information technology
application 1 2 3 4 N/A Teamwork/collaboration 1 2 3 4 N/A Ability
to work with diverse individuals 1 2 3 4 N/A Ethical behavior 1 2 3
4 N/A Flexibility/adaptability 1 2 3 4 N/A1For the purpose of
earning the NAF Student Certificate, all work-based learning
experiences assessed with this instrument areexpected to adhere to
the NAF Gold Standards for High School Internships to the fullest
extent possible. Copyright 2012 National Academy Foundation. All
rights reserved.
26. 8/20/2012 Field Test Version Page 2 of 3C. Self-Management
and Personal ResponsibilityPlease rate the students self-management
skills and personal responsibility according to the rating
scalebelow. 1 2 3 4 N/A Rarely Sometimes Usually Always No
Opportunity to Observe Manages time effectively; punctual 1 2 3 4
N/A Self-directed; takes initiative; resourceful 1 2 3 4 N/A Takes
responsibility for learning; seeks to learn 1 2 3 4 N/A Asks
appropriate questions 1 2 3 4 N/A Prioritizes tasks 1 2 3 4 N/A
Persistent 1 2 3 4 N/A Brings tasks and projects to completion 1 2
3 4 N/A Aware of own abilities and performance 1 2 3 4 N/A Exhibits
responsible and professional behaviors as defined 1 2 3 4 N/A by
the industry or fieldPart II. Knowledge of the Field and
Organizational ContextPlease rate the students knowledge of the
industry/field, occupation, and organizational contextaccording to
the rating scale below. 1 2 3 4 N/A Level of Knowledge Level of
Knowledge Level of Knowledge Level of Knowledge No Opportunity
Falls Below Approaches Meets Exceeds to Observe Expectations
Expectations Expectations Expectations Understand