CTF Assessment Tool

LEARNING OUTCOME

I explore my interests and passions while

making personal connections to career possibilities.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Identify Matches list of Lists personal Explains Gives examples
interests and personal interests and importance of of different
passions interests and passions identifying interests and
Acquire passions with interests and passions
career passions
possibilities

T
Connect Explains how Explains how Discusses how Identifies
interests and challenge can be interests and personal connections
passions to modified to passions are interests and between Insufficient
evidence of
occupational
AF
better support being explored passions could personal
student
Apply areas exploration of while working be explored interests and
interests and through while working passions and performance
passions challenge through occupational based on the
challenge areas of the requirements
challenge of the
assessment
Develop a Reflects on a Modifies a Implements a Identifies task
DR
challenge to challenge challenge for challenge for potential
explore created for personalized personalized challenges that
interests and personalized exploration of exploration of could support
passions exploration of interests and interests and personalized
Adapt interests and passions through passions through exploration of
passions occupational occupational interests and
through areas, as areas passions through
occupational required occupational
areas areas

2014 Alberta Education, Alberta, Canada Page 1 of 13

 LEARNING OUTCOME

I use skills/technologies associated with occupational areas.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Identify skills/ Explains how Compares and Identifies skills/ Discusses
technologies personal skills are contrasts technologies from potential skills/
of use when personal skills occupational areas technologies
developing skills/ with skills/ associated with associated with
Acquire technologies from technologies from the challenge occupational
occupational occupational areas
areas associated areas associated
with the with the
challenge challenge Insufficient
evidence of
Demonstrate Masters Performs Develops Attempts student
skills/ occupational occupational occupational occupational performance

T
technologies area skills/ area skills/ area skills/ area skills/ based on the
Apply technologies technologies technologies technologies requirements
required by the required by the required by the required by the of the
AF
challenge challenge challenge challenge assessment
task
Extend skills/ Masters new, Performs new, Develops new, Experiments
technologies appropriate appropriate appropriate ways with new,
ways to use ways to use to use skills/ appropriate
skills/ skills/ technologies ways to use
Adapt technologies technologies required by the skills/
required by the required by the challenge technologies
DR
challenge challenge required by the
challenge

2014 Alberta Education, Alberta, Canada Page 2 of 13

 LEARNING OUTCOME

I follow safety requirements associated

with occupational areas and related technologies.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Identify safety Identifies Discusses cause Discusses Identifies safety
requirements appropriate safety and effect of importance of requirements
requirements for unmanaged risks safety and risks
managing risk associated with requirements associated with
for occupational occupational and risk occupational
Acquire areas and areas and management areas and
technologies related associated with related
related to the technologies occupational technologies
challenge areas and
related

T
technologies

Follow safety Supports others in Demonstrates Performs safety Rehearses

Insufficient
requirements meeting safety safety requirements of safety
evidence of
AF
requirements of requirements of the occupational requirements
student
the occupational the occupational areas and of the
performance
areas and related areas and related occupational
based on the
technologies related technologies areas and
Apply being explored technologies being explored related
requirements
of the
through the being explored through the technologies
assessment
challenge through the challenge being explored
task
challenge through the
DR
challenge, with
supervision

Support positive Designs a plan Suggests Identifies and Supports a

culture of health to support a potential manages risks positive culture
and safety positive culture improvements that could of health and
of health and to support a potentially safety during
Adapt safety during positive culture impact the the challenge
the challenge of health and positive culture
safety during the of health and
challenge safety during the
challenge

2014 Alberta Education, Alberta, Canada Page 3 of 13

 LEARNING OUTCOME

I problem solve in response to challenges.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Explains how Identifies Discusses how Discusses
understanding problem-solving different types solutions for different ways
of problem- solving strategies used of problem- problems are not for trying to
strategies to respond to solving always what solve problems
Acquire challenges are strategies that were expected
not always could be used to
linear respond to
challenges Insufficient
evidence of
Apply problem- Provides insight Refines problem- Appraises Applies
student
solving as to the solving strengths and problem-
performance
strategies effectiveness of strategies based limitations of solving

T
based on the
Apply problem-solving on effectiveness problem-solving strategies to
requirements
strategies used to respond to strategies used respond to
of the
to respond to challenges to respond to challenges
assessment
AF
challenges challenges
task
Investigate Provides insight Justifies what Analyzes Investigates a
problem-solving into ability to problem-solving problem-solving variety of
strategies successfully use strategies are strategies for problem-
Adapt problem-solving most effective effectiveness to solving
strategies to for responding respond to a strategies to
respond to a to a challenge challenge respond to a
DR
challenge challenge

2014 Alberta Education, Alberta, Canada Page 4 of 13

 LEARNING OUTCOME

I design in response to challenges.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Explains how a Describes how a Identifies Outlines
understanding of design process design process possible reasons why a
design process used to respond can be used to considerations design process
Acquire to a challenge respond to a when working might be
needs to be current with a design needed
flexible challenge process
Insufficient
Apply design Provides insight Refines a design Appraises Constructs a evidence of
process as to the based on its strengths and design in student
effectiveness of effectiveness to limitations of a response to a performance
Apply

T
a design used to respond to a design to challenge based on the
respond to a challenge respond to a requirements
challenge challenge of the
assessment
Refine design
AF
Provides insight Justifies what Analyzes designs Investigates a task
process into ability to design most for effectiveness variety of
successfully use effectively to respond to a designs to
Adapt the design responds to a challenge respond to a
process to challenge challenge
respond to a
challenge
DR

2014 Alberta Education, Alberta, Canada Page 5 of 13

 LEARNING OUTCOME

I adapt to change and unexpected events.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Identifies Describes Lists feelings Discusses
understanding of potential importance of arising from situations of
adapting to change strategies for being able to facing change change and
Acquire and unexpected adapting to adapt to change and unexpected unexpected
events change and and unexpected events, using events, using
unexpected events personal personal
events experiences experiences

Apply strategies Appraises Analyzes Applies strategy Identifies Insufficient

for adapting to effectiveness of the strengths and for adapting to strategy to be evidence of
change and identified strategy limitations of change and used to adapt student
unexpected for adapting to strategy for unexpected to change and performance
Apply events
change and adapting to events unexpected based on the

T
unexpected change and events requirements
events unexpected of the
events assessment
task
Refine strategies
AF
Designs a personal Assesses Examines Discusses how
for adapting to plan for adapting personal ability opportunities strategies for
change and to change and to adapt to that can come adapting to
unexpected unexpected change and from adapting to change and
Adapt events
events unexpected change and unexpected
events unexpected events can be
events revised and
improved
DR

2014 Alberta Education, Alberta, Canada Page 6 of 13

 LEARNING OUTCOME

I make decisions in response to challenges.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Explains how Identifies different Describes why a Discusses
understanding of steps of a decision- steps of a decision- decision-making personal
decision-making making process making process that process might be experiences
Acquire process are used to could be used to useful when that require
respond to a respond to a responding to a making
challenge challenge challenge decisions
Insufficient
Apply decision- Provides insight as Refines a Appraises the Applies a evidence of
making process to the effectiveness decision-making strengths and decision- student
of the decision- process based limitations of a making process performance
Apply making model on its decision-making to respond to a based on the

T
used to respond effectiveness to process used to challenge requirements
to a challenge respond to a respond to a of the
challenge challenge assessment
task
Refine decision-
making process
AF
Provides insight
into the
Examines the
effectiveness of
Applies an
appropriate
Investigates
decision-
importance of the decision- decision-making making models
Adapt using decision- making model model to that can be
making models selected to respond to a used to
to respond to respond to a challenge respond to a
challenges challenge challenge
DR

2014 Alberta Education, Alberta, Canada Page 7 of 13

 LEARNING OUTCOME

I appraise product(s), performance(s) or service(s) created in response to

challenges.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Explains why Identifies Describes how Outlines why a
understanding of standards standards for standards are product,
appraisal process identified could appraising a used to appraise performance or
be used to product, a product, service would
Acquire appraise a performance or performance or be appraised
product, service service
performance or
service

Apply appraisal Communicates Models a Refines a Applies Insufficient

process the importance continuous product, standards to evidence of
of applying appraisal performance or appraise a student

T
continuous process of service based on product, performance
Apply appraisal to a applying the standards performance or based on the
product, standards to a service requirements
performance or product, of the
AF
service performance or assessment
service task

Create appraisal Produces Evaluates the Uses produced Produces

standards criteria for effectiveness of standards to standards that
developing produced appraise a can be used to
standards to be standards used product, appraise a
Adapt used to appraise to appraise a performance or product,
DR

a product, product, service performance or

performance or performance or service
service service

2014 Alberta Education, Alberta, Canada Page 8 of 13

 LEARNING OUTCOME

I appraise the skills/technologies I use in response to challenges.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Identify importance Reflects on how Explains why Identifies ways Outlines why
of appraising the appraisal of the appraisal that skills/ skills/
skills/ skills/ of skills/ technologies can technologies
Acquire technologies technologies is a technologies is be appraised are appraised
continuous important
process

Appraise skills/ Designs a plan Provides insight Appraises strengths Identifies

technologies for advancing as to the and limitations of skills/technologies Insufficient
the skills/ effectiveness of the skills/ used to respond evidence of

T
technologies the skills/ technologies to the current student
Apply used to respond technologies associated with the challenge that will performance
to the current used to respond current challenge be appraised based on the
challenge to the current requirements
AF challenge of the
assessment
Develop Modifies Assesses the Uses established Establishes set of task
appraisal appraisal effectiveness of standards to standards for
standards standards for established appraise skills/ appraising
the standards used technologies skills/technologies
Adapt advancement of to appraise
skills/ skills/
DR

technologies technologies
used to respond
to challenges

2014 Alberta Education, Alberta, Canada Page 9 of 13

 LEARNING OUTCOME

I communicate my learning.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Identify methods Examines Explains that Discusses a variety Identifies need
of communication personal some methods of ways that can to communicate
methods of of be used to learning
Acquire communication communication communicate
being used are more learning
appropriate than
others Insufficient
evidence of
Reflect on Appraises ability Assesses Develops strategies Discusses
student
personal to communicate strategies used to strengthen effectiveness of
performance
communication personal to strengthen ability to ability to
based on the
Apply learning ability to communicate communicate

T
requirements
communicate personal learning personal learning
of the
personal
assessment
learning
task
Strengthen
AF
Evaluates a plan Applies a plan to Identifies Discusses the
communication used to strengthen personal communication of
strengthen ability to strengths and learning as an
Adapt ability to communicate limitations when evolving process
communicate learning communicating
learning learning
DR

2014 Alberta Education, Alberta, Canada Page 10 of 13

 LEARNING OUTCOME

I describe how my actions affect learning.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Examines Explains why Describes actions Gives examples
understanding that personal actions actions that that support of actions that
actions support that support support learning learning occur in the
Acquire learning learning are important classroom

Insufficient
Take own actions Communicates Refines actions Assesses how Demonstrates evidence of
the importance of to support actions are actions that student
being personal supporting support personal performance
accountable for learning based personal learning learning based on the
Apply actions that on assessment requirements
support of the

T
personal assessment
learning task

Support the Empowers the Promotes an Investigates Recognizes that

learning of
AF
learning of environment personal actions personal actions
Adapt others others through that supports that can support can support the
mentoring the learning of the learning of learning of others
others others
DR

2014 Alberta Education, Alberta, Canada Page 11 of 13

 LEARNING OUTCOME

I develop skills that support effective relationships.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Reflects on own Identifies own Provides Shares
understanding that personal skills personal skills examples of examples of
skills support that are used to that are used to personal skills effective
Acquire relationships support support effective that are used to relationships
effective relationships support effective
relationships relationships

Develop personal Examines the Categorizes Creates a record Identifies the Insufficient
relationship skills effectiveness of personal skills of personal skills personal skills evidence of
personal skills for developing used to support being used to student
being used to effective effective support effective performance
Apply support relationships relationships relationships based on the
effective into areas of

T
requirements
relationships strength and of the
areas requiring assessment
growth task
Refine personal
AF
Refines a plan to Reflects on Applies a plan to Constructs a plan
relationship strengthen personal strengthen to strengthen
skills personal skills that improvement of personal skills personal skills
Adapt support effective ability to support that support that support
relationships, effective effective effective
based on relationships, relationships relationships
reflection based on a plan
DR

2014 Alberta Education, Alberta, Canada Page 12 of 13

 LEARNING OUTCOME

I collaborate to achieve common goals.

Performance Descriptors
Stages Explanations Levels to be determined No Evidence
Develop Reflects on Examines actions Describes the Provides
understanding of personal ability and behaviours advantages of examples of
importance to work with required for working with people working
Acquire of working others to working with others to achieve together to
with others achieve others to common goals achieve
common goals achieve common common goals
goals

Develop ability to Examines the Appraises Explains how Identifies personal

Insufficient
work with others effectiveness of strengths and personal skills are skills that are used
evidence of
personal skills limitations of used to support to support others
student
used to support personal skills others when when working to
performance
Apply others when used to support working to achieve achieve common
based on the

T
working to others when common goals goals
requirements
achieve working to
of the
common goals achieve common
assessment
goals
AF task
Refine ability to Designs a plan Prioritizes areas Reflects on Seeks feedback on
work with to strengthen requiring feedback effectiveness of
others ability to work attention received on ability to work
with others regarding the ability to work with others to
Adapt ability to work with others to achieve common
with others to achieve common goals
achieve common goals
DR

goals

2014 Alberta Education, Alberta, Canada Page 13 of 13