South Carolina Education

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South Carolina Education Business Summit
Greenville, South Carolina June 27, 2007
Developing Scenarios - Do Your Scenarios Need a
Little Caffeine?
Presenter Brenda Hattaway Assistant Executive
Director VTECS
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Since 1973 . . .
A Consortium for Innovative Career and
Workforce Development Resources
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A Consortium of States
South Carolina
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South Carolina
Ms. Amy McCaskill Office of Career Technology
Education Columbia, South Carolina Phone 803
734 4901 E-mail amccaski_at_ed.sc.gov
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VTECS develops resources . . .
. . . for CTE.
Tools
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Procedures (Steps)
Item Banks
Academic Skills
Instructional Tools
Objectives
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16 Career Clusters
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Graphic Representation of a Cluster
A sector of a Career Cluster in which
occupational specialties share a common set of
academic, technical, and workplace knowledge and
skills.
Academic, technical, and workplace knowledge and
skills that cut across all Pathways in the Career
Cluster.
The Occupational Specialties that constitute a
pathway.
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SCENARIODEVELOPMENT
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S C E N A R I O S
From The VTECS Perspective
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What are scenarios?

• A realistic work situation with
• pre-established criteria that measures an
  individuals achievement of career cluster
• foundation, pathway, or specialty
  knowledge/skills.

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Why use scenarios?
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How many buses does the army need to transport
1,128 soldiers, if each bus holds 36 soldiers?
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• This is from a national mathematics assessment
  for 8th grade students.
• Almost one-third of the 8th graders answered the
  question
• 31 remainder 12

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So, why use scenarios?
Use scenarios . . . . . . for instruction to
help students put what they learn into a
context. . . . for assessment to provide
evidence of learning that reflects
worthwhile content.
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Three Principles for Developing Well Designed
Scenarios
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• 1 Require learners to transfer knowledge and
  skill learned in school to real life work
  situations.

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• 2 Place learners in a simulated job role and
  setting.

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• 3 The measurement criteria is critical to the
  evaluation of the scenario and provides the basis
  for the scoring guide (rubric or checklist).

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SCENARIODEVELOPMENT4 Phases
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1. Plan/Organize

• Identify Knowledge/Skill(s)
• Identify Business/Industry Contacts

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2. Create the Scenario

• Identify a real situation through
• face to face contact with
• business/industry representative
• Obtain employer expectations for
• successful completion of tasks in the
• scenario.
• (continued)

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• 2. Create the Scenario
• (continued)

• Write the workplace content and identify
  knowledge/skills, set-up requirements, academic
  and workplace skills.
• Determine performance elements measurement
  criteria
• Develop scoring guiderubric or performance
  checklist based on measurement criteria.

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• 3. Pilot Test
• and
• Revise

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• 4. Validate with business/industry
• and/or other school situations.

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SCENARIO FORMAT

• A. Scenario Title
•  B. Foundation Knowledge/Skills
  Pathway Knowledge/Skills
• Specialty Knowledge/Skills
• C. Workplace Context/Situation

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SCENARIO FORMAT (continued)

• D.  Time for Completion
• E. Academic Skills Required
• F. Workplace Skills

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SCENARIO FORMAT (continued)

• G. Notes to the Teacher
• H. Performance Elements Measurement Criteria
• I. Scoring Guide
• (Rubric/Checklist)

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Weve learned that . . .
It is critical that the . . .

• workplace context,
• performance elements,
• measurement criteria, and
• scoring rubric or checklist

. . . Are aligned.
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Weve learned that . . .

• Scenarios should allow enough
  to be implemented in different localities or
  situations without compromising the content and
  criteria.

flexibility
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Lets create one right now!!
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So, how do you make a cup of coffee?
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Visit the VTECS Web Site http//www.vtecs.org