e:\doc\web\98\03\workkey.txt Date sent: Fri, 27 Feb 1998 09:12:19 -0500 To: joaneb001@aol.com From: LYTK73A@prodigy.com (MRS COLEEN C ARY) (by way of Fred Battey ) Subject: Want Ads 2 WORK KEYS WORK KEYS SKILLS ASSESSMENT TESTING Skill Assessment http://scribenet.org/discuss.htm Skill Assessments are essential for employers! ÷ · Why "Work Keys"? · "Work Keys" at< www.ACT.org> · "Signing Up For Work Keys". · What does Work Keys assess? · Work Keys Job-based Standards WHY SKILL ASSESSMENTS IN SCRIBE? Field tests and surveys have shown that employers will use a system like SCRIBE ONLY if the record includes job-related skill assessment results. SCRIBE is a record tailored to employers' needs; skill assessments are essential. In using SCRIBE records, employers are most likely to look at the skill assessment results first; if these results are missing, they may not look any further. For this reason, SCRIBE "requires" skill assessment results, at least until a person completes four years of college. What is Scribe Employers Chambers High Schools/Colleges Student/Grads Manuals/Guides Technical Scholarship ====================== Why Work Keys In SCRIBE? The National Association of Secondary School Principals selected ACT's national Work Keys assessment program because it perfectly matched the skill assessments SCRIBE needed. Work Keys is a national program, available everywhere in the U. S. and Canada. SCRIBE with its national standard format needed a national skill assesment program.÷÷ Work Keys has created a common language for employers which describes both the skills of individuals and the skill requirements of jobs in the very same terms. See "Work Keys Job-based Standards" Work Keys was also selected because it is extremely affordable with a fee of $9:60 for the three core assessments, Reading for Information, Locating Information, and Applied Math. Work Keys also offers five other assessments as options depending on the type of position a person is seeking. These include Applied Technology. Listening, Writing, Teamwork, and Observation For more information, go to "Work Keys" at . ============================ WHAT DO THE WORK KEYS ASSESSMENTS COVER? A comprehensive system for job preparation and workforce development, Work Keys identifies the foundational skills necessary for the effective performance of specific jobs and provides a way to measure the skill levels of individuals. Individuals preparing to take the SCRIBE core Work Keys assessments (Applied Mathematics, Locating Information, and Reading for Information), and employers who are planning to use the results of these Work Keys assessments, need to know what is covered in these three tests. Descriptions of the skill levels measured by the assessments are shown below. Note that a person attaining Level 6 on the Reading for Information assessment, for example, demonstrates mastery of Levels 3, 4, 5, and 6. APPLIED MATHEMATICS Level 3 Problems at Level 3 measure the examinee's skill in performing basic mathematical operations (addition, subtraction, multiplication, and division) and conversions from one form to another, using whole numbers, fractions, decimals, or percentages. Solutions to problems at Level 3 are straightforward, involving a single type of mathematical operation. For example, the examinee might be required to add several numbers or to calculate the correct change in a simple financial transaction. Problems at this level translate easily from a verbal setup to a mathematical equation. All the information needed to solve the problems is provided in logical order and no unrelated information is included. Problem setups may include units of measurement. However, with the exception of dollars and cents, these units function solely as labels and are not involved in actual calculations. ¨ Level 4 Problems at Level 4 measure the examinee's skill in performing one or two mathematical operations, such as addition, subtraction, or multiplication, on several positive or negative numbers. (Division of negative numbers is not covered until Level 5.) Problems may require adding commonly known fractions, decimals, or percentages (e.g., ½, . 75, 25%), or adding three fractions that share a common denominator. At this level, the examinee is also required to calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals. Problems at this level require the examinee to reorder verbal information before performing calculations. The examinee must read the entire problem carefully to determine which operation(s) to perform and in what order. For some problems, examinees must read a simple chart or graph to obtain the information needed to solve the problem. ¨ Level 5 Problems at Level 5 require the examinee to look up and calculate single-step conversions within English or non-English systems of measurement (e.g., converting from ounces to pounds or from centimeters to meters) or between systems of measurement (e.g., converting from centimeters to inches). These problems also require calculations using mixed units (e.g., hours and minutes). Problems at this level contain several steps of logic and calculation. The examinee must determine what information, calculations, and unit conversions are needed to find a solution. For example, the examinee might be asked to calculate perimeters and areas of basic shapes, to calculate percent discounts or markups, or to complete a balance sheet or order form. ¨ Level 6 Problems at Level 6 measure the examinee's skill in using negative numbers, fractions, ratios, percentages, and mixed numbers in calculations. For example, the examinee might be required to calculate multiple rates, to find areas of rectangles or circles and volumes of rectangular solids, or to solve problems that compare production rates and pricing schemes. The examinee might need to transpose a formula before calculating or to look up and use two formulas in conversions within a system of measurement. Level 6 problems may also involve identifying and correcting errors in calculations. Problems at Level 6 may require considerable translation from verbal form to mathematical expression. They generally require considerable set-up and involve multiple-step calculations or conversions. ¨ ÷Level 7 Problems at Level 7 require multiple steps of logic and calculation. For example, the examinee may be required to convert between systems of measurement that involve fractions, mixed numbers, decimals, or percentages; to calculate multiple areas and volumes of spheres, cylinders, and cones; to set up and manipulate complex ratios and proportions; or to determine the better economic value of several alternatives. Problems may involve more than one unknown, nonlinear functions, and applications of basic statistical concepts (e.g., error of measurement). The examinee may be required to locate errors in multiple-step calculations. At this level, problem content or format may be unusual, and the information presented may be incomplete or implicit, requiring the examinee to derive the information needed to solve the problem from the setup. ÷LOCATING INFORMATION ¨ Level 3 Questions at Level 3 are based on elementary workplace graphics such as simple order forms, bar graphs, tables, flowcharts, and floor plans. Questions at Level 3 require the examinee to: Ø find one or two pieces of information in these types of elementary graphics; and Ø fill in one or two pieces of information that are missing from these types of elementary graphics. ¨ Level 4 Questions at Level 4 are based on straightforward workplace graphics such as basic order forms, line graphs, tables, instrument gauges, maps, flowcharts, and diagrams. In addition to the skills tested at the preceding level, questions at Level 4 require the examinee to: Ø find several pieces of information in these types of graphics; Ø summarize and/or compare information and trends in a single graphic; and Ø summarize and/or compare information and trends presented in more than one workplace graphic, such as a charge slip and an invoice showing related information. In order to accomplish this, the examinee must determine the relationships among the graphics. ¨ Level 5 Questions at Level 5 are based on complicated workplace graphics, such as detailed forms, tables, graphs, maps, instrument gauges, and diagrams. In addition to the skills tested at the preceding level, questions at Level 5 require the examinee to: Ø summarize and/or compare information and trends in a single graphic; and Ø summarize and/or compare information and trends presented in more than one workplace graphic, such as a bar chart and a data table showing related information. In order to accomplish this, the examinee must sort through distracting information. *****Level 6 Questions at Level 6 are based on complex workplace graphics which are difficult to use because of the great amount of information they contain and/or because of their challenging presentations. These graphics include very detailed graphs, charts, tables, forms, maps, and diagrams. In addition to the skills tested at the preceding level, questions at Level 6 require the examinee to: Ø draw conclusions from the information presented in these types of graphics; Ø apply information from these types of graphics to specific situations; and Ø make decisions and/or predictions requiring judgments based on the information presented in these types of graphics. In order to accomplish this, the examinee must analyze the data within the graphics. READING FOR INFORMATION *****Level 3 Questions at Level 3 measure the examinee's skill in reading short, uncomplicated passages which use elementary vocabulary. The reading materials include basic company policies, procedures, and announcements. All of the information needed to answer the questions is stated clearly in the reading materials, and the questions focus on the main points of the passages. At this level, the wording of the questions and answers is similar or identical to the wording used in the reading materials. Questions at Level 3 require the examinee to: Ø identify uncomplicated key concepts and simple details; Ø recognize the proper placement of a step in a sequence of events, or the proper time to perform a task; Ø identify the meaning of a word that is defined within the passage; Ø identify the meaning of a simple word that is not defined within the passage;÷and Ø recognize the application of instructions given in the passage to situations that are also described in the passage. *****Level 4 At Level 4, the reading passages are slightly more complex than those at Level 3. They contain more detail and describe procedures which involve a greater number of steps. Some passages describe policies and procedures with a variety of factors which must be considered in order to decide on appropriate behavior. The vocabulary, while elementary, includes words that are more difficult than those at Level 3. For example, the word "immediately" may be used at this level, whereas at Level 3 the phrase "right away" would be used. At this level, the questions and answers are paraphrased from the passage. In addition to the skills tested at the preceding level, questions at Level 4 require the examinee to: Ø identify important details that are less obvious than those in Level 3; Ø recognize the application of more complex instructions, some of which involve several steps, to described situations; Ø recognize cause-effect relationships; and Ø determine the meaning of words that are not defined in the reading materials. *****Level 5 Passages at Level 5 are more detailed, more complicated, and cover broader topics than those at Level 4. Words and phrases may be specialized (e.g., jargon and technical terms), and some words may have multiple meanings. Questions at this level typically call for applying information given in the passage to a situation that is not specifically described in the passage. All of the information needed to answer the questions is stated clearly in the passages, but the examinee may need to take several considerations into account in order to choose the correct responses. In addition to the skills tested at the preceding levels, questions at Level 5 require the examinee to: Ø identify the paraphrased definition of a technical term or jargon that is defined in the passage; Ø recognize the application of technical terms or jargon to stated situations; Ø recognize the definition of an acronym that is defined in the passage; Ø identify the appropriate definition of a word with multiple meanings; Ø recognize the application of instructions from the passage to new situations that are similar to those described in the reading materials; and Ø recognize the application of more complex instructions to described situations, including conditionals and procedures with multiple steps. *****Level 6 Passages at Level 6 are significantly more difficult than those at the previous level. The presentation of the information is more complex; passages may include excerpts from regulatory and legal documents. The procedures and concepts described are more elaborate. Advanced vocabulary, jargon, and technical terms are used. Most information needed to answer the questions correctly is not clearly stated in the passages. The questions at this level require examinees to generalize beyond the stated situation, to recognize implied details, and to recognize the probable rationale behind policies and procedures. In addition to the skills tested at the preceding levels, questions at Level 6 require the examinee to: Ø recognize the application of jargon or technical terms to new situations; Ø recognize the application of complex instructions to new situations; Ø recognize, from context, the less common meaning of a word with multiple meanings; Ø generalize from the passage to situations not described in the passage; Ø identify implied details; Ø explain the rationale behind a procedure, policy, or communication; and Ø generalize from the passage to a somewhat similar situation. *****Level 7 The questions at Level 7 are similar to those at Level 6 in that they require the examinee to generalize beyond the stated situation, to recognize implied details, and to recognize the probable rationale behind policies and procedures. However, the passages are more difficult: the density of information is higher, the concepts are more complex, and the vocabulary is more difficult. Passages include jargon and technical terms whose definitions must be derived from context. In addition to the skills tested at the preceding levels, questions at Level 7 require the examinee to: Ø recognize the definitions of difficult, uncommon jargon or technical terms, based on the context of the reading materials; and Ø figure out the general principles underlying described situations and apply them to situations neither described in nor completely similar to those in the passage. ===================== WORK KEYS JOB-BASED STANDARDS http://scribenet.org/workkeys.htm With any test result, the question to be answered is, "What does the score mean?" Work Keys answers that question by matching the skill score with the skill requirements of jobs. To date, ACT has profiled more than 2,500 jobs and identified skill requirements using Work Keys levels. For example, an administrative assistant would do well to have a Level 5 in Applied Mathematics, a Level 4 in Locating Information, and a Level 6 in Reading for Information. Additionally, it would be desirable to have a Level 3 in Applied Technology, a Level 4 in Listening, and a Level 5 in Observation, Teamwork, and Writing. There is no one "standard" or "passing score" for any Work Keys assessment; it is different for different jobs. Following are examples of widely recognized jobs and occupations which have been profiled to determine the skills and skill levels needed to perform them. In these examples, AM stands for Applied Mathematics, LI for Locating Information, RI for Reading for Information, AT for Applied Technology, L for Listening, OB for Observation, TW for Teamwork, and W for Writing. Please note that some profiles do not use all eight skill areas. The three assessments making up the SCRIBE core Work Keys assessments (AM, LI, and RI) have been highlighted in the Table below. TABLE 1. AVERAGE SKILL PROFILES BY SELECTED JOB TITLES ÷ SCRIBE CORE ASSESSMENTS OTHER WORK KEYS ASSESSMENTS JOB TITLE Automobile Mechanic Chemical Operator I Computer Operator Construction Worker I Customer Service Representative Dental Assistant Electrical Technician Electrician Electronics Technician Industrial-Truck Operator Janitor Laboratory Technician Machine Operator I Machinist Maintenance Mechanic Manager, Department Nurse Assistant Nurse, Licensed Practical Order Clerk Police Officer I Purchasing Agent Sales Clerk Secretary Teller Waiter/Waitress Informal