Assessment Plan

Purpose: The purpose of this assessment plan is to identify whether the student has a solid understanding of lawful interview questions as they relate to federal employment laws, specifically: ADA, Anti-discrimination, FLSA, FMLA, OSHA and Title VII.

Learning Outcome: The student will be able to perform a job interview lasting 10-15 minutes demonstrating lawful interview questions and avoiding topics that would be considered unlawful according to federal labor laws.

Assessment Context: The assessment will comprise a 10-15 minute role play interview where the teacher plays the role of the job candidate and the student plays the role of interviewer. During the course of the interview, the student will demonstrate appropriate (lawful) questions according to federal labor laws. They must ask at least one question that relates to each of the six labor law categories taught in the class. During the interview, the teacher will introduce potential unlawful employment topics that the student will need to redirect into a lawful conversation.

Holistic Rubric:

Assessment item	Excellent	Good	Average	Below Average
Lawful interview questions 30%	Student asks only lawful interview questions that are clear and avoid unlawful context	Student asks mostly lawful questions. May ask 1-2 questions that are slightly ambiguous but not direct violations.	Student asks questions that are ambiguous and could be interpreted as unlawful or lead to unlawful discussion.	Student asks obvious unlawful questions or words the questions in an unlawful manner.
Redirecting unlawful interview questions 30%	Student acknowledges unlawful topics in a positive way and redirects them immediately to lawful topics.	Student acknowledges unlawful topics and attempts to redirect, but is unclear or awkward in transition.	Student ignores unlawful topics and continues with other questions or is very unclear on transition.	Student accepts unlawful topics and pursues conversation in that direction. No attempt is made to redirect conversation.
All six labor law categories addressed 30%	All six labor laws are addressed in interview questions.	4-5 of the labor law categories are addressed in the interview questions.	2-3 of the labor law categories are addressed in the interview questions.	0-1 of the labor law categories are addressed in the interview questions.
Time requirements 10%	Total interview time is between 10-15 minutes.	Total interview time is no more than 2 minutes above or below required time.	Total interview time is no more than 5 minutes above or below required time.	Total interview time is more than 5 minutes above or below required time.

Testing Constraints: Students will be advised of this assessment at the beginning of the course. Notes that the student has prepared will be allowed, although outside influence or other student input will not be allowed during the role-play. The interview will take place between student and teacher, with no audience. The interview will be recorded for the teacher to review later when grading, or to refer to if the student challenges a grade.

Thought Process and Rationale

The assignment for this week asks us to explain our thought process and rationale for choosing the test items and essay question to go along with our objectives from last week. I've updated the original post to include the new test items and will give my rationale here in this post.

For my first objective, I created a test item where the student will identify lawful and unlawful interview questions by placing a letter next to each item. This is similar to a True/False test. I chose this method because it was a simple way to assess students' knowledge between lawful and unlawful questions.

My second objective is tested by using matching. As our text reminds us, I considered the order of the lists and ensured that there was only one possible correct response for each question. Although I did include some responses that will be used on more than one question-but this is explained in the directions.

The third objective is tested in a similar fashion to the first objective in that students are instructed to place a checkmark next to applicable responses. This is a quasi true/false test  that identifies correct responses.

The essay item instructs students to identify three labor laws as well as provide examples of scenarios of each. This will do two things: determine that the student can recall three labor laws as well as clearly determine if they understand the laws well enough to provide an example of them.

Measurable Learning & Test Items

Unit of Study:  Employment Law

Grade level: N/A (Corporate training)

Learning outcomes:

1-      At the conclusion of the course, participants will be able to distinguish between lawful and unlawful interview questions with 100% accuracy.

2-      At the conclusion of the training, participants will be able to identify up to six labor law violations in a hypothetical employer/employee interaction role play scenario.

3-      After completing the course, participants will be able to identify, with 100% accuracy, reasonable accommodations for an applicant covered by the ADA.

Test items:

1-      Place an “L” in the space next to lawful questions and a “U” in the space next to unlawful questions.

____ Do you have any obligations that would conflict with this work schedule?

____ How many children do you have?

____ What hobbies or interests do you have that might benefit you in this job?

____ Have you ever held a management position?

____ What religious holidays do you observe?

2-      Match each scenario with the federal labor law in which it is related (laws can be matched to more than one scenario.)

Taking time off for maternity leave OSHA Calculating overtime pay FLSA Reasonable accommodations for disabled employees Title VII Sexual harassment ADA Identifying protected categories Anti-discrimination laws Safety/Risk issues FMLA Avoiding discriminating interview questions Time off for illness

3-      Identify which items would qualify as a reasonable accommodation under the ADA by placing check mark in the space next to each item.

____ Providing an alternate work schedule

____ A custom-built desk and office space

____ An enlarged computer monitor

____ Higher pay than co-workers

____ A TTY device

____ Lower expectations than other employees

Essay item: Identify three labor laws and describe a typical scenario for each in a typical employer/employee relationship.      

Pros and Cons of as RSS Feeds/Social Bookmarking

Anyone who accesses such a large amount of data regularly will benefit from using RSS Feeds or social networking to organize the information. Rather than visiting each site individually, a user can have those updates sent directly to one location. The added feature of being able to share collections and thoughts/opinions on the sites brings even greater value to the tools.

            However, by never accessing the actual site where the information comes from, a user may feel slightly “disconnected” from the source or may miss out on some of the overall feeling or tone of the site (since RSS feeds only present the information and not always the graphics and other things that make a website unique.) In order to overcome this, a user may elect to occasionally visit the sites in which they are interested.

Educational Implications of a “Flat World”

            Consider, for a moment, education just ten years ago. Now think back fifteen or twenty years. Compare that recollection to what is seen in modern-day educational facilities and one would be astounded at the advancement of resources that are available today. Because of improvements to technology, the world has become increasingly “flat,” a term coined by Tom Friedman. Students in classrooms on opposing sides of the world are connected in seconds via internet platforms such as instant messaging, VOIP, online chat and other features. Because of this students no long have to settle for experiences merely read about in textbooks; they can now have real-life discussions with residents of a distant country they are studying, or hear directly from a survivor of World War II, or even tour far away locations without ever having left their native classroom. What may have once only been imagined is now made possible through technology.

The Permanency of Internet Posts

Interested in what information might be out "there" online about yourself? Go Google your name and take a look. Go ahead. I'll wait.

If you have not taken the time to see what your online reputation is, it would be advantageous to do so. Discussions this week in our class focused around Facebook and the vast amount of information people are willing to disclose about themselves and their families. What you post about on a Friday night after having a bit too much to drink will still be online Monday morning when prospective employers begin their online search to see the "real" you behind your flawless interview and picture-perfect resume. What happens on the internet, unfortunately, does not stay on the Internet. Comments or pictures will be accessible to just about anybody and will follow you around, well, forever.

We read and discussed an interesting article that told of a teacher who was disciplined at work for a comment she had made online about her class--a comment that she assumed would only be viewable to an approved audience. (2008, Schaffhauser). This was not the case, however, and her students, colleagues and administrators were able to read what she had posted. While many in the class agree that we have rights to free speech and should be able to express ourselves, educators are held to a higher standard and should conduct themselves with rigor.

What do you think? Should teachers be able to post comments about their school, students and other aspects of their professional life?

Reference:
Schaffhauser, D. (2008). Suspended Teacher in Facebook Incident Ignites Debate: Should Online Privacy for Educators Exist? The Journal. http://www.thejournal.com/articles/23611

Introduction to Wikis: A Collaboration Tool Defined

Most internet users are familiar with blogs, and many of them have even created one themselves. However, wikis are still fairly new and obscure to many casual users of the internet. As more education is done online and adult learners are turning to distance learning to continue their educational goals, the use of wikis will become more popular and a more common resource for online collaboration.

The term “wiki” comes from “the Hawaiian word for ‘quick,’ to mean a collection of Web pages that can be edited by anyone” (West, 2009. p. 3). Because of the ease of editing and contributing to a wiki, it is a great tool for online groups to collaborate on a variety of projects. Some potential uses for a wiki in an educational setting include:

·         Research papers

·         Debates or discussions

·         Resource guide/Frequently Asked Questions

·         Critical analysis

As an instructor, it is important to orient the class with the appropriate use of the wiki, the ground rules for the project and possibly to define the learners’ responsibilities. Before jumping into the actual assignment, it is advisable to give the group a “practice run” of how a wiki works. To do this, the instructor could facilitate a game where team members contribute and get the feel for how the wiki works. This is also a good ice breaker to get the class comfortable with working with each other in a new format.

Once the project is underway, it’s important that the instructor maintain the role of facilitator, but not participant. The instructor should not make changes or add to the wiki contents. Rather, if necessary, the instructor can make comments in the discussion section or lead the group to re-focus back on the project when the group discussion goes astray.

I have started a wiki to create a Frequently Asked Questions document that could be used in a corporate setting, specific to my job in Information Technology. Contributors to such a document could include other members of the IT team, HR professionals and program developers. The intended audience for the FAQ document is employees of the company that will be working with the system.


Reference
West, J. A. & West, M. L. (2009). Using wikis for online collaboration: The power of the read-write web. San Francisco: Jossey-Bass.