Performance-Based Assessment for High-School Students in a Natural Resource Management Program

By Francis, David; Middleton, Barbara et al. | The Agricultural Education Magazine, November/December 2000 | Go to article overview

Performance-Based Assessment for High-School Students in a Natural Resource Management Program


Francis, David, Middleton, Barbara, Call, Chris, The Agricultural Education Magazine


THEME ARTICLE

"Show me the money" was the memorable phrase screamed by Cuba Gooding Jr. in the 1997 film Jerry Maguire. Gooding's character, Rod Tidwell, used this phrase to show his advertising agent Jerry Maguire, played by Tom Cruise, how much advertising income Maguire had not generated for him. "Show me the money" was Tidwell's performancebased assessment of Maguire's work and efforts. Educators often ask their students to "show them the money" by demonstrating what they have or have not learned in the classroom.

Educators often rely on paper and pencil tests using true/false, multiple choice or short answer questions to measure students' abilities. However, these assessment strategies test the students' short-term memory or ability to memorize and regurgitate facts. The Performance-Based Skills Certification for Natural Resource Management in the Utah Agricultural Education Program uses authentic or alternative assessment to measure students' ability to complete a set of performance skills within a multitude of standards. Authentic assessment is based on nontraditional measurements of student performance; for example, a student's understanding of rangeland management is measured by having the student establish a rangeland transect, collect and interpret data, and report the results instead of administering a multiple choice test. Authentic assessment applies the FFA motto of "Learning by Doing" to the assessment of student performance.

A natural resources emphasis area was recently added to the Agricultural Education Program in Utah high schools. The Utah State Office of Education contracted with agricultural and natural resource educators at Utah State University (USU) to develop a performancebased skill certification assessment for this emphasis area. In 1996, an Agricultural Education-Natural Resource Management Committee was assembled to determine the objectives and competencies necessary to prepare students for careers in natural resources. Twenty-one competency standards were developed through curriculum review, combined with teacher and industry validation. Utah teachers and representatives from such groups as the U.S. Forest Service and Bureau of Land Management participated in a Q sort activity to identify and prioritize topics and skills that needed to be addressed in a natural resource emphasis area. Topics (standards) include areas such as: range, forestry, recreation, fisheries/wildlife, soil, and watershed management; ecological concepts; environmental ethics and conflict management; energy resources; waste disposal; land classification and planning; inventory and monitoring methods; business and economic principles; and career opportunities (refer to table I for a complete listing). Each standard is further supported by a series of objectives. The objectives become the assessment point in determining student learning. The committee also prepared a program planning and curriculum development guide to assist the secondary agricultural education and technology instructors in planning for their teaching of natural resource management.

In August of 1998, work began on refining and validating the standards and objectives. Soon after, an activity design format was developed. It is important to note that the objective of the program was not to develop complete instructional units but an assessment guide to test the understanding of material previously instructed. It does not replace the teacher or the teacher's expertise. However, because natural resources was a new and emerging area for Utah's secondary agricultural science and technology instructors, background information and some instructional units were included with each performance activity. The assessments can be adapted to a variety of locations, teaching materials, and student interests and backgrounds. For example, teachers in a more urban environment, have the option of establishing a rangeland transect in a school area or local park instead of traveling to an area that would be classified as rangeland. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Performance-Based Assessment for High-School Students in a Natural Resource Management Program
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.