Differentiate between formal and informal assessment practices.
Differentiation should include
- defining formal assessment and informal assessment
- listing examples of formal assessment (e.g., Virginia Uniform Assessment Instrument [VUAI])
- listing examples of informal assessment
- explaining the components of formal and informal assessments
- comparing the two practices.
- What is the purpose of evaluating people with diverse needs and challenges?
- What does it mean to assess a client?
- In what way can clients be evaluated/assessed?
- How can evaluation results be shared with clients and families?
- How are evaluation reports constructed?
- What determines which skills will be evaluated during an assessment?
- How can a care provider use client assessment?
- What skills must a caregiver use to evaluate clients?
- How does a professional determine which assessment to use?
- What tools are necessary to evaluate clients?
- How are family resources allocated based on client assessments?
- How do assessments help to determine necessary resources?
Related Standards of Learning
The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
- Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
- Use context, structure, and connotations to determine meanings of words and phrases.
- Discriminate between connotative and denotative meanings and interpret the connotation.
- Explain the meaning of common idioms.
- Explain the meaning of literary and classical allusions and figurative language in text.
- Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).
Other Related Standards
FCCLA National Programs
Families First: Families Today
Families First: Meet the Challenge
Families First: You-Me-Us
Power of One: A Better You
Power of One: Take the Lead
Power of One: Working on Working
Student Body: The Real You
Student Body: The Resilient You
FCCLA: STAR Events (2019)
National Programs in Action
National Standards for Family and Consumer Sciences Education
Demonstrate formal and informal assessment practices that evaluate participants' strengths, needs, preferences, and interests across the life span.