Assessment handout

8/20/2012 Field Test Version Page 1 of 18

Supervisor Assessment of Student College and Career Readiness
SCORING GUIDE

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SCORE Does Not Meet Approaches Expectations Meets Expectations Exceeds Expectations
Expectations

FOUNDATIONAL SKILLS

The student has limited The student has some curiosity The student is open to learning The student is very open to learning,
curiosity and research and research skills, and locates and has adequate research skill; and has high level research skills;
skills, and does not information, but does not locates information, understands locates, understands, and organizes a
readily seek out organize it, understand it, or it, organizes it, and evaluates its large quantity of information,
information, understand evaluate it. credibility. evaluates it, and presents it in a useful
Locating, it, or organize it for form.
comprehending, analysis.

and evaluating Example: When asked to Example: The student began an Example: The student was able to Example: The student was able to find
build an itinerary, the Internet search but only sought out find all needed information on the all needed information on the Internet
information student was not able to 2 sources, and printed out web Internet and in office databases; and in office databases; understood and
identify key words to begin pages but did not organize, understood and organized the organized the information by useful
an Internet search. evaluate, or reference information; information by useful categories; and categories; chose destinations based on
the client was not able to chose destinations based on client client interest; and prepared a list of all
determine how selections were interest. the pertinent websites so the client could
made. investigate further.

Copyright © 2012 National Academy Foundation. All rights reserved.


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Expectations

FOUNDATIONAL SKILLS

The student appears The student may occasionally The student usually appears The student usually appears attentive;
inattentive and does not appear inattentive, but retains attentive and retains most of retains information delivered, as
retain information delivered, most of the information the information delivered, as evidenced through subsequent
as evidenced through delivered, as evidenced evidenced through performance; takes notes as
subsequent performance. through subsequent subsequent performance; the necessary; and asks questions or
performance. student knows to take notes repeats back key ideas, demonstrating
Listening and if necessary to remember that information was heard.
observation important information.
Example: When office policies Example: When office policies Example: When office policies Example: When office policies were
(Note: Young adult behavior or were explained, the student were explained, the student were explained, the student explained, the student appeared attentive
cultural factors may suggest appeared inattentive and later appeared attentive but later appeared attentive and later and later asked questions that deepened
had to ask about the topics asked numerous questions of asked questions of clarification. understanding of issues that were not
that the student is not listening reviewed. fact about the topics reviewed. covered in the presentation.
when in fact he/she is;
subsequent performance is
more important than affect— The student notices few The student notices some The student notices many The student notices many details
details about the work details about the work details about the work about the work environment, as
e.g., eye contact—when judging environment, as evidenced by environment, as evidenced by environment, as evidenced by evidenced by being able to
listening ability.) not being able to execute being able to execute proper being able to demonstrate demonstrate safety or other
safety or other procedures safety or other procedures safety or other procedures procedures after minimal
after repeated after several demonstrations. after minimal demonstration. demonstration; the student also
demonstrations. makes additional observations.
Example: The student did not Example: The student noticed Example: After only two Example: After one demonstration, the
put supplies away properly or that supplies had to be put demonstrations, the student student was able to retain important
did not adhere to safety away, but did not know where to was able to retain important safely information; and, in written work,
procedures after repeated put them, after several safety information; and, in noticed formatting problems and other
demonstrations; did not notice demonstrations; and, in written written work, noticed formatting details about the document.
that supplies were still out; and, work, did not notice formatting problems.
in written work, did not notice problems.
formatting problems.



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Expectations

FOUNDATIONAL SKILLS

The student demonstrates The student demonstrates The student demonstrates significant The student exercises a high level of
minimal critical thinking and some critical thinking and critical thinking and problem solving reasoning and analytical thinking, making
problem solving ability, problem solving ability, ability, exercising sound reasoning judgments and explaining perspectives
making hasty judgments based making judgments based on and analytical thinking, making based on evidence and previous findings
on limited information and some information and with judgments and explaining or experience, and uses knowledge, facts,
with limited reasoning; when some reasoning; when perspectives based on evidence and and data to solve workplace problems.
confronted with challenges at confronted with challenges previous findings; uses knowledge,
work, the student does not at work, the student knows facts, and data to solve workplace
Critical know what to do or avoids to ask for assistance. problems.
trying to address the
thinking, challenges.
problem
formulation, Example: In helping with a bank Example: In helping with a Example: In helping with a bank Example: In helping with a bank transaction,
transaction, the student could bank transaction, the student transaction, the student was able to the student was able to explain why he/she
and problem not explain why he/she would understood why he/she would explain why he/she would follow specific would follow specific procedures to ensure the
solving follow specific procedures to follow specific procedures to procedures to ensure the security of the security of the client’s assets and suggested
ensure the security of the client’s ensure the security of the client’s assets; when a customer was additional security strategies based on
assets; when a customer was client’s assets; when a upset about a business policy, the previous experience; when a customer was
upset about a business policy, customer was upset about a student provided adequate information upset about a business policy, the student
the student did not know what business policy, the student and solicited appropriate support. provided all necessary information and
to do and did not ask for help. provided some information, solicited support primarily to verify the
but needed significant support. approach.



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Expectations

FOUNDATIONAL SKILLS

The student is only minimally The student articulates The student articulates thoughts The student articulates thoughts and
able to articulate thoughts thoughts and ideas with and ideas clearly and effectively. ideas clearly and effectively; the
verbally. moderate effectiveness. student has public speaking skills.
Oral
communication Example: In a staff meeting, the Example: The student had logical Example: The student presented Example: The student presented ideas
student did not present ideas ideas to present but was reticent ideas effectively in a staff meeting; effectively in a staff meeting and spoke
logically; the student either did not and only moderately effective in information was presented effectively before a group of people that
contribute or interrupted others conveying the ideas orally. completely and logically. she/he did not know.
frequently.

The student writes memos, The student writes memos, The student writes memos, The student writes memos, letters,
letters, and technical reports letters, and technical reports letters, and technical reports with and technical reports with correct
with incorrect grammar and with largely correct grammar correct grammar and grammar and punctuation; writing is
punctuation; writing is and punctuation; writing is punctuation; writing is clear; all clear, complete, and effective.
Written incomplete and unclear. clear. necessary information is provided.

communication
Example: A letter to a client had Example: A letter to a client was Example: A letter to a client was Example: A letter to a client was written
incomplete or run-on sentences written with a few spelling errors written correctly and clearly; all correctly and clearly; all information was
and numerous spelling errors; but was otherwise grammatically pertinent information was included presented; the tone was appropriate and
substantial information was correct; some information was and minimal editing was required. almost no editing was required.
missing. missing.



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Expectations

FOUNDATIONAL SKILLS

The student cannot perform The student performs basic The student usually performs The student nearly always performs
basic mathematical mathematical computations but basic mathematical computations mathematical computations quickly and
computations and/or interpret slowly and with errors, and/or quickly and accurately interprets accurately interprets graphically-
graphically-displayed data. misinterprets graphically-displayed graphically-displayed data and/or displayed data.
data. knows to ask questions about
the data.

Example: The student was not Example: The student calculated hours Example: The student calculated Example: The student calculated hours
Quantitative able to quickly count change, use worked, counted change, and used hours worked, counted change, worked, counted change, used fractions
reasoning fractions and decimals in fractions and decimals in calculating used fractions and decimals in and decimals in calculating weights and
calculating weights and weights and distances, but was not calculating weights and distances, distances, performed algebraic
distances, or verify the accuracy able to perform other operations and was able to verify the accuracy computations, and was able to verify the
of operations performed by Excel necessary to verify the accuracy of of sums and percentages generated accuracy of complex operations performed
and displayed graphically. percentages generated by Excel and by Excel and displayed graphically. by Excel and displayed graphically.
displayed graphically.



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Expectations

FOUNDATIONAL SKILLS

The student does not know The student is somewhat unclear The student generally knows what The student knows what type of
what type of precision is about what type of precision is type of precision is appropriate to the precision is appropriate to the task and
appropriate to the task and appropriate to the task and the task and the subject area, is able to the subject area, is able to increase
the subject area, and is not subject area, and is able but not increase precision and accuracy when precision and accuracy when a task or
able to increase precision flexible in modulating precision and a task or process is repeated, and process is repeated, and uses precision
and accuracy when a task or accuracy as needed; the student uses precision appropriately to reach appropriately to reach correct
process is repeated. makes several attempts before correct conclusions in the context of conclusions in the context of the task or
Precision understanding the level of detail the task or subject. subject.
needed for the task.
and
accuracy Example: In presenting a travel Example: In presenting a travel itinerary Example: In presenting a travel itinerary Example: In presenting a travel itinerary to
itinerary to the client, the to the client, most information was to the client, information was correct and the client, all information was correct and
information was insufficiently correct, but was not sufficiently detailed sufficiently detailed, and most very detailed, and all information had been
detailed and some information and was not verified. information was verified. verified. At the same time, the student
was wrong; insufficient detail understood that an internal memo did not
was provided after feedback need to be as carefully crafted.
was given.



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Expectations

APPLIED WORKPLACE SKILLS

The student does not The student has an intuitive idea The student generally understands how The student has a clear
understand how parts of a about how part of a whole parts of a whole interact and how understanding of how the parts of a
whole interact and how interact and how action in one actions in one area create whole inter-relate and interact with
actions in one area create part of a system can affect other consequences elsewhere and can each other in complex systems to
consequences elsewhere. parts, but has difficulty explaining articulate this with straightforward produce overall outcomes and
it with real examples. examples. provides sophisticated examples.
Systems
thinking For example, the student For example, the student For example, the student can explain how For example, the student can describe
performs his/her own tasks but understands that there are different departments contribute to the organization how the various departments in a hotel
does not understand how his/her departments in an organization but as a whole; how a company’s high ethical contribute to hotel functioning, how
department fits into the larger cannot explain how they contribute standards affect the bottom line; and the occupancy rates may be linked to
organization. to the organization as a whole. role that the company plays in its changes in the economy, or how the
community. company’s improvement efforts are
linked to changes in the industry.



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Expectations


The student exhibits little The student sometimes exhibits The student exhibits insight, intuition, The student exhibits insight,
insight, intuition, and insight, intuition, and imagination, and imagination, and builds on the ideas intuition, and imagination, and builds
imagination, and rarely builds and rarely builds on the ideas of of co-workers; demonstrates originality effectively on the ideas of co-
on the ideas of co-workers; co-workers; demonstrates some and inventiveness in work, workers, generating new solutions;
demonstrates little originality originality and inventiveness in communicates new ideas to others, and demonstrates originality and
and inventiveness in work, work, sometimes communicates integrates knowledge across different inventiveness in work, communicates
rarely communicates new new ideas to others, and sees disciplines. new ideas to others, integrates
ideas to others, and is not able connections across different knowledge across different
to see connections across disciplines. disciplines, and uses resulting ideas
different disciplines. to propose alternative options.
Creativity
and Example: In IT, the student was Example: In IT, the student Example: In IT, the student identified a Example: In IT, the student
stymied by having to network proposed a few ideas related to new way to network computers at a new implemented a new way to network
innovation computers at a new office networking at a new office location; office location; in Finance, the student was computers at a new office location; in
location; the student had few in Finance, the student made a link able to apply cost-cutting measures learned Finance, the student was able to apply
original ideas; in Hospitality, the between home budgeting and small- at home to a budget issue faced by a small cost-cutting measures learned in several
student was not able to build on business budgeting; in Hospitality, business; in Hospitality, the student actively other situations to a budget issue,
co-worker ideas to create a new the student took others’ ideas but engaged with co-workers to create a new coming up with a new alternative; in
menu for customers with unusual did not contribute any of his/her menu for customers with unusual dietary Hospitality, the student engaged with
dietary restrictions. own, when asked to create a new restrictions. co-workers to create a new menu for
menu for customers with unusual customers with unusual dietary
dietary restrictions. restrictions and suggested a new
process for amending the menu in the
future.



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Expectations


The student does not possess The student selects and uses The student selects and uses The student readily selects and uses
basic computer skills. some technology to accomplish a appropriate technology to accomplish a appropriate technology to
given task and applies some given task and applies computing skills accomplish a given task and easily
Information computing skills to problem to problem solving. applies computing skills to problem
technology solving. solving.
application
For example, the student was not For example, the student was able For example, the student was able to use For example, the student had facility
able to use either Word or Excel to use Word for word processing Microsoft Office Suite, and had facility with with Word, Excel, and PowerPoint; had
and had limited facility with the and accessed the Internet, but did the Internet. facility with the Internet; and was able
Internet. not know Excel or PowerPoint. to do some limited programming in
HTML.

The student builds minimal The student builds collaborative The student builds collaborative The student builds collaborative
relationships with colleagues relationships with colleagues and relationships with colleagues and relationships with colleagues and
and customers and has customers and is able to work customers and is able to work customers; is able to work
difficulty working in a team. comfortably in a team comfortably in a team environment, comfortably in a team environment,
environment, with varying with varying viewpoints and divisions of with varying viewpoints and divisions
viewpoints and divisions of responsibility; contributes actively to of responsibility; contributes actively
responsibility. the team effort. to the team effort; and negotiates
and manages divergent perspectives
Teamwork/ and any conflict as it arises.
collaboration
For example, at an IT product For example, at an IT product For example, at an IT product development For example, at an IT product
development meeting, the development meeting, the student meeting, the student participated in project development meeting, the student
student participated minimally in participated in project planning and planning, recognized differing points of participated in project planning and
project planning and does not recognized differing points of view, view, volunteered to participate in the readily volunteered to participate in the
volunteer to contribute. but did not readily volunteer to research component, and contributed ideas research component; the student was
contribute to the project. to the discussion about next steps. able to work effectively in an
environment of divergent perspectives
and synthesize these perspectives to
move the team’s work forward.



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Expectations


The student is occasionally The student works The student learns from and works The student learns from and works
disrespectful of others. collaboratively with individuals collaboratively with individuals collaboratively with individuals
representing diverse cultures, representing diverse cultures, races, representing diverse cultures, races,
races, ages, genders, religions, ages, genders, religions, lifestyles, and ages, genders, religions, lifestyles,
Ability to lifestyles, and viewpoints. viewpoints. and viewpoints; seeks out
work with opportunities to leverage diverse
experiences.
diverse
individuals For example, the student made For example, the student was For example, the student worked For example, the student not only
a comment related to a staff respectful and did not make successfully within a diverse group; in worked well with others but learned
member’s age. inappropriate judgments. planning a meeting, was careful to avoid about others’ experiences and built
days that might conflict with the religious trust; sought out more experienced
observances of team members. staff members to learn about the
history of the organization.

The student acts somewhat The student demonstrates The student demonstrates integrity and The student demonstrates integrity
irresponsibly with regard to integrity and ethical behavior. ethical behavior; the student acts and exemplary ethical behavior; the
office procedures. responsibly with the interests of others student acts responsibly with the
in mind. interests of others in mind.
Ethical
behavior
Example: The student was not Example: The student was careful in Example: The student was careful in Example: The student was careful in
careful in following computer following computer security following computer security procedures and following computer security procedures,
security procedures. procedures. was helpful to others. was helpful to others, and served as an
example to other interns.



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Expectations


The student cannot respond The student can respond to The student can respond to change The student can respond to change
to change easily and spends change to some degree. quickly and adjust plans accordingly. quickly and adjust plans accordingly;
more energy resisting than the student is flexible and arrives at
finding solutions. new solutions when necessary to
Flexibility/ adapt to a new situation.

adaptability For example, in a computer For example, in a computer For example, in a computer installation For example, in a computer installation
installation project, the student installation project, the student was project, the student was able to adjust project, the student adjusted plans and
was stuck when parts did not able to adjust plans but needed plans and workflow when parts did not workflow when parts did not arrive on
arrive on schedule. encouragement. arrive on schedule. schedule; the student quickly came up
with a workaround.



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SCORE
Rarely Sometimes Usually Always

SELF-MANAGEMENT AND PERSONAL RESPONSIBILITY

The student does not The student sometimes The student usually estimates The student accurately estimates how
accurately estimate how estimates how much time it how much time it takes to much time it takes to complete
much time it takes to takes to complete outstanding complete outstanding and outstanding and anticipated tasks and
complete outstanding and and anticipated tasks and tries to anticipated tasks and allocates allocates sufficient time to complete
anticipated tasks or allocate allocate sufficient time to sufficient time to complete the the tasks; uses calendars and creates
sufficient time to complete complete the tasks; sometimes tasks; usually uses calendars “to do” lists to organize tasks into
the tasks; does not use uses calendars and “to do” lists; and creates “to do” lists to productive chunks of time; locates and
Manages time calendars or “to do” lists; sometimes locates and utilizes organize tasks; usually locates utilizes settings conducive to proper
effectively; places him-/herself in settings conducive to proper and utilizes settings conducive concentration; prioritizes work time in
settings that allow for concentration; does not always to proper concentration; relation to competing demands such as
punctual distraction; does not prioritize work time usually prioritizes work time in school and socializing; is nearly always
prioritize work time in appropriately; and is sometimes relation to competing on time and present, and always
relation to competing late or absent without informing demands; is usually on time informs his/her supervisor if delayed or
demands; and is rarely on his/her supervisor. and present, and if delayed or absent.
time or frequently absent absent, informs his/her
without informing his/her supervisor.
supervisor.



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SCORE


The student waits for The student does not always The student usually takes The student takes initiative; is easily
direction and rarely takes take initiative; the student needs initiative and asks for support able to work independently and locate
initiative; the student significant support to maintain as needed; the student is able resources as needed; actively seeks
Self-directed; requires ongoing monitoring productivity. to work independently and guidance; and keeps his/her supervisor
takes initiative; to maintain productivity. seek out resources, but needs apprised of progress.
resourceful guidance.

The student does not seek The student sometimes seeks The student seeks out new The student actively seeks out new
Takes out new knowledge and out new knowledge and skills, knowledge and skills, is aware knowledge and skills; monitors his/her
skills, does not monitor but needs significant support; is of his/her own learning needs, own learning needs and is strategic in
responsibility his/her own learning needs, moderately aware of his/her and usually learns from his/her addressing them; and learns from
for learning; and does not learn from own learning needs; and mistakes. his/her mistakes, rarely repeating the
his/her mistakes. sometimes repeats mistakes. same mistake.
seeks to learn

The student either asks The student sometimes knows The student usually knows The student knows when to ask for
questions that are not when to ask for assistance or when to ask for assistance or assistance or information and collects
appropriate or does not ask information, but sometimes asks information and usually sufficient information to ask thoughtful
Asks questions when information questions that are not well collects sufficient information questions; prepares in advance as
appropriate is needed. reasoned. to ask thoughtful questions. necessary; and engages in active
questions dialogue.



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SCORE


The student has difficulty The student is sometimes able The student is able to The student is able to readily
understanding the relative to understand the relative understand the relative understand the relative importance of
importance of tasks and importance of tasks and organize importance of tasks with active tasks and organize work accordingly;
Prioritizes organizing work accordingly. work accordingly. guidance of the supervisor and the student comes to his/her supervisor
tasks then organize work if he/she needs guidance.
accordingly.

The student is not able to The student is sometimes able The student is usually able to The student is able to persist when
persist when presented with to persist when presented with persist when presented with a presented with a novel, difficult, or
a novel, difficult, or a novel, difficult, or ambiguous novel, difficult, or ambiguous ambiguous task; the student has great
ambiguous task and is easily task but can be discouraged, not task and finds strategies that tenacity, finding sometimes novel
Persistent discouraged. finding effective strategies to enable him/her to do so; the strategies to maintain motivation and
maintain motivation and student does not give up easily. productivity and solve problems.
productivity.



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SCORE


The student fails to bring The student tries to brings tasks The student usually brings The student brings tasks to completion
tasks to completion and and projects to completion after tasks and projects to after sufficient persistence, meets
Brings tasks and misses deadlines. sufficient persistence and meets completion after sufficient deadlines, and effectively negotiates any
deadlines most of the time. persistence and meets changes to priorities and timing along
projects to deadlines. the way.
completion

The student is rarely aware The student is sometimes aware The student is generally aware The student is highly aware of his/her
of his/her current level of of his/her current level of of his/her current level of current level of mastery and
mastery and understanding mastery and understanding (and mastery and understanding understanding (and misunderstandings)
(and misunderstandings) of a misunderstandings) of a subject; (and misunderstandings) of a of a subject; is able to reflect on what
subject; is not able to reflect the student needs significant subject; with some guidance, worked and what needed improvement
Aware of own on what worked and what guidance to reflect on what the student is able to reflect regarding a particular task; is highly
needed improvement worked and what needed on what worked and what reasoned and realistic in self-appraisal;
abilities and regarding a particular task; improvement regarding a needed improvement and knows where improvement is
performance has unrealistic expectations particular task; the student is regarding a particular task; the necessary or not necessary, both in a
of him-/herself (either too somewhat aware of his/her student is aware of his/her given task and for his/her overall
high or too low); and is overall strengths and areas overall strengths and areas development.
unaware of his/her overall needing improvement. needing improvement.
strengths and areas needing
improvement.



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SCORE

Exhibits The student behaves The student behaves somewhat The student behaves The student behaves exceptionally
irresponsibly and/or responsibly and professionally, responsibly and professionally, responsibly and professionally, based on
responsible and unprofessionally, based on based on standards in the as appropriate to the industry, the standards in the industry, field, and
standards in the industry, industry, field, and workplace in field, and workplace in which workplace in which he/she is working.
professional field, and workplace in which which he/she is working. he/she is working.
behaviors as he/she is working.
defined by the
industry or field



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Level of Knowledge Level of Knowledge Level of Knowledge Meets Level of Knowledge Exceeds
SCORE Approaches Expectations
Falls Below Expectations Expectations
Expectations

KNOWLEDGE OF THE FIELD AND ORGANIZATIONAL CONTEXT

Example: In the healthcare Example: In the healthcare field, Example: In the healthcare field, Example: In the healthcare field, the
field, the student has little the student has some the student generally understands student fully understands the range of
Understands understanding of the range of understanding of the range of the range of opportunities in the opportunities in the healthcare field —
career opportunities in the healthcare opportunities in the healthcare healthcare field — from pediatrics from pediatrics to gerontology, from home
opportunities/ field and does not know where field, some knowledge about where to gerontology, and from home health care assistance to surgery, and
there will be areas of growth. there will be areas of growth, and health care assistance to surgery from service delivery to biomedical
requirements in knows the general education — and generally knows where research — and knows where there will
the industry or requirements for various there will be areas of growth; be areas of growth; knows what education
professions in the industry. knows what education level is level is required for various professions
field overall required for various professions. and what kinds of knowledge, skills, and
dispositions are needed for success.

Understands
Example: The student has little Example: The student understands Example: The student has broad Example: The student fully understands a
career understanding of the basics some basics about the area of understanding of the basics of the range of issues in the area of pediatric
opportunities/ about the area of pediatric pediatric nursing, such as the key field of pediatric nursing, such as nursing, such as the key responsibilities,
nursing, such as the key responsibilities and education level the key responsibilities, education education level required, technology
requirements in responsibilities and education required to enter the field. level required, and technology demands, future trends in the field, and
the specific level required in the field. requirements. demand in the local region.
occupational
area related to
the internship
or student
project



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Level of Knowledge Level of Knowledge Level of Knowledge Meets Level of Knowledge Exceeds
SCORE Approaches Expectations
Falls Below Expectations Expectations
Expectations

KNOWLEDGE OF THE FIELD AND ORGANIZATIONAL CONTEXT

Example: The student does not Example: The student has some Example: The student clearly Example: The student fully understands
Understands understand the organization; understanding of the overall understands the overall the overall organization’s structure,
the culture, the student did not master organization’s structure, organization’s structure, geographic geographic service area, size, and range of
etiquette, and simple organizational geographic service area, size, and service area, size, and range of opportunities in the organization; the
“navigation” tasks, such as range of opportunities in the opportunities in the organization; the student is very successful in basic
practices of the completing timesheets, calling in organization; the student knows student is successful in basic workplace “navigation,” such as
workplace or sick, participating in meetings, how to complete timesheets, call workplace “navigation,” such as completing timesheets, calling in sick,
and obtaining information about in sick, participate in meetings, completing timesheets, calling in sick, participating in meetings, and obtaining
project client’s other processes. and obtain information about participating in meetings, and information; the student is able to make
organization and other processes. obtaining information about other additional suggestions to improve office
knows how to processes. practice.

navigate the
organization

Example: The student did not Example: The student usually used Example: The student used effective Example: The student used effective
use effective communication effective communication communication approaches (email, communication approaches (email,
Knows how to approaches (e.g., emails were approaches, but some telephone, etc., as requested); telephone, etc., as requested), was
too informal) and did not communications were not observed “office hours” and other professional in all communications, and
interact with understand “office hours” and professional, and the student did protocols; and appeared to work observed “office hours” and other
supervisors, other protocols. not always know how to interact relatively easily with his/her protocols; the student appeared to work
with his/her supervisor and supervisor and teammates, even easily with his/her supervisor and
clients, and teammates. though it was a new environment. teammates, was very sensitive to varying
teammates work styles, and adjusted his/her own style
accordingly.



GUIDELINES FOR COORDINATORS
OF THE SUPERVISOR ASSESSMENT OF STUDENT COLLEGE AND CAREER READINESS

INTRODUCTION
The National Academy Foundation (NAF) has long advocated for the value of work-based learning opportunities as
essential to helping youth succeed as adults in the world of work and beyond. High school internships and similar in-depth
work-based learning experiences, such as school-based enterprises, represent the culmination of a series of carefully
planned learning opportunities that bring together key workplace lessons and prepare youth for college, careers, and life.

NAF has partnered with WestEd, an educational research, development, and service agency, to develop a comprehensive
student assessment and certification system for NAF Career Academies. The system will benefit students, colleges, and
industry; it provides academy students with critical feedback about the skills and knowledge they need to succeed in
postsecondary and workforce pursuits, while providing colleges and employers with a valid, authentic, and unique measure
of student readiness for further education and work.

A key component of the certification system is the Supervisor Assessment of College and Career Readiness.

OVERVIEW OF THE ASSESSMENT
Who: The assessment is designed for completion by the student’s direct supervisor or an adult mentor who has had the
opportunity to observe the student’s work. If the student rotates to a variety of positions within a single internship or
other work-based learning experience, each supervisor would complete a separate assessment, or the employer point-of-
contact will combine the scores, as appropriate. Please work with the employer point-of-contact to make the proper
arrangements.

When: The assessment should be completed at the end of the internship or other culminating work-based learning
experience (CWBL). It is intended to assess the skills and knowledge gained over the course of the student’s academy
experience, including coursework, projects, previous career exploration and work-based learning experiences, and the
culminating internship experience itself, as evidenced by the application of knowledge and skills in the “real world” of
work.

What: The assessment includes a list of 14 Foundational and Applied Workplace Skills, 9 items to assess Self-
Management and Personal Responsibility, and 4 items related to Knowledge of the Field and Organizational Context.
These items are intended to measure readiness for both college and careers. They were arrived at through a thorough
review of the literature and consultation with a team of experts.

The assessment also includes space to list technical skills that are specific to a particular industry, field, or workplace, as
well as for additional commentary.

How: The assessment is designed to be easy to complete. Most of the questions are on a simple four-point scale. The
supervisor simply selects the number that corresponds to the assessment of the student on each item. The supervisor
should respond as objectively and candidly as possible. A glossary and a scoring guide are provided to assist supervisors
and promote consistency in scoring.

Why: The assessment will contribute to the student’s overall certification, but will not be the sole measure. We need
accurate and reliable information to both support student success and continuously improve the program.



IMPLEMENTATION
In Advance of the Experience: Setting the stage for learning and success
Contact the internship or other work-based learning site to generally orient the direct supervisor to the internship as a
learning experience and the purpose of the assessment. Provide copies of the Gold Standards, the document
“Orientation of Supervising Professionals to the NAF Internship Assessment,” and the assessment itself.

With supervisors, discuss the following key points about the assessment:
We recognize some skills may be more important in one industry or job than another, but the skills listed are based
on research on essential skills for students’ long-term success in whichever path they choose to pursue.
The assessment will be completed online, and should not take more than 15–30 minutes.
We ask that the assessment be completed as objectively as possible; we want students to learn about
themselves through the experience. If students receive any low scores, they will have the opportunity to
learn the related skills through supplemental projects at school so they can transition to college and future
careers fully prepared.

With both supervisors and students: Review the assessment as an integral component of the Learning Plan process.
Review the Glossary and Scoring Guide to ensure that the supervisors and students both understand each item. Use
the assessment to help guide the identification of the student’s learning goals — goals that will enable the student to
both build on strengths and work on areas that may be challenging. Include these goals in the student’s Learning Plan.

During the Experience: Early identification of strengths and challenges
With supervisors: Maintain contact with the supervisor to identify areas of challenge for the student, to enable the
supervisor and the student to address these skill areas before the final assessment.

With students: Use the assessment to facilitate students’ self-assessment and discussion about what they are learning in
the various skill areas, where they feel strong, and where they feel challenged.
Have students provide specific examples (evidence) of areas of learning, strength, and challenge, as this is important
for self-knowledge and for communication with the supervisor; this will also deepen the student’s understanding of
the industry or field and provide useful insights for college applications and future career development.
Facilitate problem-solving and guide students in how to speak with their supervisors to ensure learning.
Enable students to request support if needed.

At the End of the Experience: The final assessment
Provide a notification to the supervisor(s) about the need to complete the assessment online by a given date.
If more than one supervisor is assessing one student, contact the employer to discuss how the results will be combined.

Follow-Up as Needed:
A phone call should be made to the supervisor to verify scores in cases such as the following:
The scores appear very unusual (though workplace performance will often differ from classroom performance).
The scores are extremely uniform. (Few students are equally skilled in all areas.)
The student received scores of “1” — follow-up would be to a) understand in what ways the student performed
less than adequately; b) explore activities that would enable the student to bring the scores up.
There was more than one “N/A” —“No Opportunity to Observe” per section. This affects how complete the
assessment is. Programmatically, you will want to ask if the opportunity was not provided at all or whether it was
provided but not observed. This will inform next steps for the student and future conversations with the employer.



Supervisor Assessment of Student College and Career Readiness
GLOSSARY
SKILL DEFINITION
Foundational Skills
The student is open to learning and demonstrates the following information-gathering skills:
• seeks out and locates information
Locating, • understands and organizes information
comprehending, • evaluates information for quality of content, validity, credibility, and relevance
and evaluating • references sources of information appropriately
information For example, the student gathers information to build an itinerary for a group of travelers, understands
the information, and is able to identify which information is credible and valuable for the travelers based
on their expressed interests and needs; the student keeps track of which web sites were accessed.

The student pays attention to verbal information and instructions; follow-up questions and
subsequent action reflect attentiveness and comprehension; the student observes workplace
Listening and events, notices details, and remembers procedures, processes, and demonstrations.
observation For example, the student listens to instructions about office policies and asks questions if instructions were
not understood; in an IT setting or a commercial kitchen, the student pays careful attention to steps that
are followed, to safety procedures, and to quality control standards.

The student demonstrates the following critical thinking and problem solving skills:
• exercises sound reasoning and analytical thinking (formulates problems, makes judgments and
Critical thinking, explains perspectives based on evidence and previous findings)
problem • uses knowledge, facts, and data to solve workplace problems
formulation, and For example, in helping with a bank transaction, the student can explain why he/she would follow specific
problem solving procedures to ensure the security of the client’s assets; when a customer is upset about a business policy,
the student identifies the source of the problem, provides adequate information, and solicits appropriate
support.

The student articulates thoughts and ideas clearly and effectively; the student has public speaking
Oral skills.
communication For example, the student can present ideas effectively in a staff meeting.

Written The student writes memos, letters, and technical reports with correct grammar and punctuation;
writing is clear and effective.
communication For example, a letter to a client is written correctly and clearly.

Quantitative The student performs basic mathematical computations quickly and accurately.
For example, the student can calculate hours worked, count change, use fractions and decimals in
reasoning calculating weights and distances, and verify the accuracy of operations performed by Excel.

The student knows what type of precision is appropriate to the task and the subject area, is able
to increase precision and accuracy when a task or process is repeated, and uses precision
Precision and appropriately to reach correct conclusions in the context of the task or subject.
accuracy For example, in presenting a travel itinerary to the client, information is sufficiently detailed and all
information has been verified.



SKILL DEFINITION
Applied Workplace Skills
The student has a clear understanding of how the parts of a whole inter-relate and interact
with each other in complex systems to produce overall outcomes.
Systems thinking For example, in Hospitality, the student can describe how the various departments in a hotel
contribute to hotel functioning, the role of the hotel in the community, or how occupancy rates may
be linked to changes in the economy.

The student exhibits insight, intuition, and imagination, and builds on others’ ideas to
develop something new; demonstrates originality and inventiveness in work; communicates
Creativity and new ideas to others; and integrates knowledge across different disciplines.
innovation For example, in IT, the student identifies a new way to network computers at a new office location;
in Finance, the student is able to apply cost-cutting measures learned at home to a budget issue
faced by a small business; in Hospitality, the student engages with co-workers to create a new
menu for customers with unusual dietary restrictions.

The student selects and uses appropriate technology to accomplish a given task and applies
Information technology computing skills to problem-solving.
application
For example, the student is able to use Excel for calculations and has facility with the Internet.

The student builds collaborative relationships with colleagues and customers; is able to
work comfortably in a team environment, with varying perspectives and divisions of
Teamwork/collaboration responsibility, contributing appropriately to the team effort; and negotiates and manages
conflict effectively.
For example, the student participates effectively in a project planning, recognizes various points of
view, and volunteers to contribute to the research effort.

The student learns from and works effectively with individuals representing diverse
Ability to work with cultures, races, ages, genders, religions, lifestyles, and viewpoints.

diverse individuals For example, the student listens respectfully to the views of diverse teammates and ensures that a
planned meeting date does not conflict with team members’ religious observances, even if these
differ from his/her own.

The student demonstrates integrity and ethical behavior; the student acts responsibly with
Ethical behavior the interests of others in mind.
For example, the student is careful in following computer security procedures.

The student can respond to change quickly and adjust plans accordingly.
Flexibility/adaptability For example, in a computer installation project, the student is able to adjust plans and workflow
when parts do not arrive on schedule.



SKILL DEFINITION
Self-Management and Personal Responsibility
The student accurately estimates how much time it takes to complete outstanding and
anticipated tasks and allocates sufficient time to complete the tasks; uses calendars and creates
Manages time “to do” lists to organize tasks into productive chunks of time; locates and utilizes settings
effectively; punctual conducive to proper concentration; prioritizes work time in relation to competing demands
such as school and socializing; arrives on time and attends consistently; and informs his/her
supervisor if there are changes.

Self-directed; takes The student takes initiative and is able to work independently as needed; the student looks for
initiative; resourceful the means to solve problems.

Takes responsibility
The student actively seeks out new knowledge and skills, monitors his/her own learning needs,
for learning; seeks to and learns from his/her mistakes.
learn

Asks appropriate The student knows when to ask for assistance or information and collects sufficient
questions information to ask thoughtful questions.

The student is able to understand the relative importance of tasks and organize work
Prioritizes tasks accordingly.

The student is able to persist when presented with a novel, difficult, or ambiguous task and
Persistent finds strategies that enable him/her to do so.

Brings tasks and
The student brings tasks and projects to completion after sufficient persistence; the student
projects to meets deadlines.
completion

Aware of own abilities The student is able to reflect on what worked and what needed improvement regarding a
particular task; the student is aware of his/her current level of mastery and understanding (and
and performance misunderstandings) of a subject and of his/her strengths and areas needing improvement.

Exhibits responsible
and professional
The student behaves responsibly and professionally, as appropriate to the industry, field, and
behaviors as defined workplace in which he/she is working.
by the industry or
field



SKILL DEFINITION
Knowledge of the Field and Organizational Context

Understands career
For example, in the healthcare field, the student understands the range of opportunities in the
opportunities/requirements healthcare field and knows where there will be areas of growth.
in the industry or field overall

Understands career
opportunities/requirements
in the specific occupational For example, in the healthcare field, the student understands basics about the area of pediatric
area related to the nursing, such as the key responsibilities and education level required to enter the field.
internship or student
project

Understands the culture,
etiquette, and practices of For example, the student understands the overall organization’s culture and etiquette,
the workplace or project structure, geographic service area, size, and range of opportunities in the organization; the
client’s organization and student knows how to perform basic work processes such as completing timesheets, calling in
sick, and participating in meetings, and knows how to obtain additional information as needed.
knows how to navigate the
organization

Knows how to interact with
For example, the student uses effective and appropriate email communication approaches, can
supervisors, clients, and request meetings as needed, and adjusts interaction style to fit varying situations.
teammates



SUPERVISOR ASSESSMENT OF STUDENT
COLLEGE AND CAREER READINESS 1

Directions: Please answer the following items based upon your experience observing the student.
Please be objective and candid in your assessment; your responses will help strengthen our program.
If you have not had the opportunity to observe the student’s skill level or behavior in a particular area, please respond
N/A: “No Opportunity to Observe.”

Part I. Common Core College and Career Readiness Skills

Please rate the student’s foundational and applied workplace skills according to the rating scale below.
1 2 3 4 N/A
Does Not Meet Approaches Meets Exceeds No Opportunity
Expectations Expectations Expectations Expectations to Observe

A. Foundational Skills
Locating, comprehending, and evaluating
1 2 3 4 N/A
information
Listening and observation 1 2 3 4 N/A
Critical thinking, problem formulation, and problem
1 2 3 4 N/A
solving
Oral communication 1 2 3 4 N/A
Written communication 1 2 3 4 N/A
Quantitative reasoning 1 2 3 4 N/A
Precision and accuracy 1 2 3 4 N/A
B. Applied Workplace Skills
Systems thinking 1 2 3 4 N/A
Creativity and innovation 1 2 3 4 N/A
Information technology application 1 2 3 4 N/A

Teamwork/collaboration 1 2 3 4 N/A
Ability to work with diverse individuals 1 2 3 4 N/A

Ethical behavior 1 2 3 4 N/A

Flexibility/adaptability 1 2 3 4 N/A

1For the purpose of earning the NAF Student Certificate, all work-based learning experiences assessed with this instrument are
expected to adhere to the NAF Gold Standards for High School Internships to the fullest extent possible.



C. Self-Management and Personal Responsibility

Please rate the student’s self-management skills and personal responsibility according to the rating scale
below.

1 2 3 4 N/A
Rarely Sometimes Usually Always No Opportunity
to Observe

Manages time effectively; punctual 1 2 3 4 N/A

Self-directed; takes initiative; resourceful 1 2 3 4 N/A

Takes responsibility for learning; seeks to learn 1 2 3 4 N/A
Asks appropriate questions 1 2 3 4 N/A

Prioritizes tasks 1 2 3 4 N/A

Persistent 1 2 3 4 N/A

Brings tasks and projects to completion 1 2 3 4 N/A

Aware of own abilities and performance 1 2 3 4 N/A
Exhibits responsible and professional behaviors as defined
1 2 3 4 N/A
by the industry or field

Part II. Knowledge of the Field and Organizational Context
Please rate the student’s knowledge of the industry/field, occupation, and organizational context
according to the rating scale below.

1 2 3 4 N/A
Level of Knowledge Level of Knowledge Level of Knowledge Level of Knowledge No Opportunity
Falls Below Approaches Meets Exceeds to Observe
Expectations Expectations Expectations Expectations

Understands career opportunities/requirements in the
1 2 3 4 N/A
industry or field overall
Understands career opportunities/requirements in the
specific occupational area related to the internship or 1 2 3 4 N/A
student project
Understands the culture, etiquette, and practices of the
workplace or the project client’s organization and knows 1 2 3 4 N/A
how to navigate the organization
Knows how to interact with supervisors, clients, and
1 2 3 4 N/A
teammates



Part III. Position-Specific Technical Skills
Please list one to three position-specific technical skills of particular significance in your industry,
specific occupation, workplace, or project that the student was clearly expected to use during the
internship. Do not repeat general skills assessed in Parts I and II. Examples of position-specific skills
include computer networking, accounting skills, event planning, second language fluency, etc., that
might appear as requirements on a job description. Then, please rate the student on skills
demonstrated according to the rating scale below.

1 2 3 4
Skill Falls Below Skill Approaches Skill Meets Skill Exceeds
Expectations Expectations Expectations Expectations

Skill Rating

1 2 3 4

1 2 3 4

1 2 3 4

Part IV. Evidence for Low and High Performance Ratings
Please provide evidence (examples of performance) for lowest ratings (skills rated at level 1) and highest
ratings (skills rated at level 4).

Rating Skill Example of Performance


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