Enhancing Assignment Completion in Academically Diverse Vocational Classes Page: 25
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The Journal for Vocational Special Needs Education 25
Student Self-Assessment Checklist
P A C E 1 standard, style ~
V ~ ~ ~ 2 text, layout
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6 grammar check 0
such as choosing whether they
will complete the assignment in
the library, at home, or in study
hall; (d) resources, such as al-
lowing students to use comput-
ers, encyclopedias, textbooks,
their imaginations, or other
people; (e) amount of social in-
teraction, such as allowing stu-
dents to choose whether they
complete the assignment by
themselves, with a partner, or
in a small group; and (f) the due
date, which means allowing stu-
dents to choose from one or two
announced dates by which all or
a part of the assignment must
be turned in.
Knowing that his students
enjoyed working in groups or in
pairs so that they could help one
another, Mr. Chism offered this
option for the assignment. Other
choices that met the reading lev-
els and learning styles of his stu-
dents included oral or written
presentation, development of a
personal timeline, use of the
lab, or working at home. Mr.
Chism presented these options
because he knew that some of
his students expressed informa-
tion better orally, that goal set-
ting could be reinforced as stu-
dents created a timeline, and
that those who were not skilled
in Microsoft Word could get help
in the lab. Lab time for students
to work on this assignment also
compensated for the fact that
some students did not have
computers at home.
3. What are pitfalls students
might encounter as they try
to complete the work?
Mr. Chism thought that some of
the students would be unable to
logically sequence a set of in-
structions and he made note of
this on the planning sheet (see
Item 3 of the L section of Figure
1). The solution to that pitfall
could be to demonstrate how to
sequence directions. He could
also direct students to work in
small groups to problem-solve
and give feedback on their own
directions (see Item 4 of the L
section of Figure 1).
Arrange Clear Student
As shown on the planning sheet
in Figure 1, there are three col-
umns to complete: Action Steps,
Supplies/Resources, and Grading
Criteria, which includes PACE
1,2..., Due Date and Points. In the
Action Steps column, teachers
identify a few sequential steps
for completing the assignment
in a high-quality manner.
These action steps become im-
portant during the explanation
of the assignment so that stu-
dents can follow through with
what is required. Involving stu-
dents in naming and explaining
the action steps can clarify any
misunderstandings about what
they must do in order to do a
satisfactory job. Mr. Chism
listed five action steps to in-
clude in his assignment expla-
nation (create project timelines,
develop format, develop content
steps, pilot instructions, and fi-
nalize instructions). The "A"
section of Figure 1 shows Mr.
The Supplies/Resources col-
umn lists the material and hu-
man resources that students
might need to complete the as-
signment. As indicated in Fig-
ure 1, Mr. Chism listed class
notes, textbook, journalism
teachers, city and school librar-
ies, examples from parents and
teachers, and Microsoft Word as
resources students might utilize.
During his assignment explana-
tion, Mr. Chism asked students
to name potential resources. He
then told students where those
resources were located and how
they could be used.
In the Grading Criteria col-
umn, of the "A" section, teach-
ers list the grading criteria that
will be applied to the completed
assignment, as well as its due
date. The word PACE at the top
of the third column refers to four
standard requirements that Mr.
Chism expected his students to
meet on every assignment
handed in: The assignment
must be Prompt (met due date),
Arranged neatly (no stray marks
or smudges, even margins, good
organization), Complete (all di-
rections followed, all questions
answered), and Edited (free from
mechanical errors, clarity of
ideas, accuracy of content.)
The numbered list under "grad-
ing criteria (PACE 1, 2...)" section
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Rademacher, Joyce A. & Allen, Jeff M. Enhancing Assignment Completion in Academically Diverse Vocational Classes, article, 1998; [Athens, Georgia]. (https://digital.library.unt.edu/ark:/67531/metadc31068/m1/5/: accessed June 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.