Dan Rand

Assessment Plan

Objective #4: Leadership

teach how to become versed

in ALRM

Upon completing:
Lesson 1 and 2

and

Writing the Leadership Philosophy Statement

The Cadet should be able to:

Define leadership according to FM 6-22

Identify attributes and core leader competencies as the pillars of the Army Leadership
Requirements Model
Define Be, Know, and Do within the context of Army Leadership Doctrine
Relate Be, Know, and Do to the Cadet Command Leadership Development Program
Identify the three levels of Army leadership: direct, organizational, and strategic
Distinguish between leadership and management attributes
Define a leader of character
Define a leader with presence
Define a leader with intellect
Recognize what makes a good leader of character, with presence, and intellect
Analyze the role of Army Values (L-D-R-S-H-I-P)
Situate that Warrior Ethos in Army leadership
Discuss examples of leaders who exhibit the qualities of a leader of character,
presence, and intellect

Plan/Timeline for collecting information

At the conclusion of leadership class #2
Assessment
Essay: Leadership Philosophy Statement

Demonstrate your knowledge of effective Army writing by developing a personal narrative. This
narrative will be about you as a leader. What do you value? How do you lead? What are your
expectations of others serving under you? How do you intend to treat Soldiers who work for
you? What can Soldiers expect of you? How do you intend to be a leader of character,
presence, and intellect (A.L.R.M.)?
Implementation of Assessment plan:
See rubric #1

Rubric #1: Leadership Philosophy Statement

BASIC

PROFICIENT
Benchmark
foranA

DISTINGUISHED
Benchmark for OML candidates

Integrated the Assigned readings are

readings
not mentioned;
integration is
superficial.

The assigned
readings are
integrated into
the assignment
as well as a
demonstrated
understanding of
the lecture
material.

Not only are assigned readings

integrated into the discussion
summary but multiple (2+)
references/citations are given for
Army doctrine (6-22, FM 3-21.8,
FM 3-0, etc)

Addressed all
parts of the
assignment

Some, but not all

parts of the
assignment are
addressed.

All parts of the

question are
addressed
adequately, and
response shows
understanding of
the nature of the
question.

All parts of the questions are

addressed; the
answer demonstrates
understanding and brings in
knowledge and experiences.

Key issues

Demonstrates little
understanding of the
key issues involved.

Demonstrates
In addition to demonstrating
thorough
understanding of the key issues,
understanding of there is additional evidence of
the key issues
interdisciplinary content.
involved.

Argument,
Perspective,
Point of view

There is no clear
A clear argument Presents a clear argument with
argument or point of
and different
insightful commentary. In addition,
view or else the views points of view
careful weighing of pro and con

Examples

are not presented

fairly

are presented.

points of view, reflection and

development of shared
understanding are evident.

No personal
experiences or
examples are brought
in to support the
response.

Personal
experiences and
examples are
cited to provide
context.

In addition to integrating personal

experiences and examples, how
the issues under discussion are
influenced by the real-world
situations are discussed.

Assessment Plan

Objective #2:

Move

teach how to execute tactical

movements

Upon completing:
Lesson 6 and executing land navigation training on the Nformd.net training portal
The Cadet should be able to:
Move: Military Organization and Fighting Formations (Lesson 6)

Identify terrain that affords the friendly or enemy force favorable observation of the route
or position, either visually or through surveillance devices
Identify those terrain features within and adjacent to the route or action that afford the
friendly or enemy force good fields of fire
Identify obstacles along a route or at a position that could stop or impede military
movement
Differentiate symbols, colors, and surrounding natural/man-made objects on a military
map
Determine hill/hilltop elevations based on index, intermediate, and supplementary
contour lines
Plot six-digit and eight-digit grid coordinates
Determine different types of azimuths
Determine the grid/magnetic (G/M) angle
Convert magnetic azimuth to a grid azimuth

Convert grid azimuth to a magnet azimuth

Determine elevation

Plan/Timeline for collecting information

At the conclusion of movement #2 class

Assessment
Nformd.net Training
Introduce Cadets to the Army enterprise training network. HQDA G1 has mandated that all
ROTC Cadets establish an account to complete the nformd.net training modules. CAC sign in is
recommended. The training (which consists of games, immersive environment, and
simulations) will be completed in the week it is assigned. The modules will include Land
Navigation, Call for Fire, Weapons Familiarization, and SHARP. Cadets will be expected to
analyze situations, make decisions, and demonstrate proficiency of assigned tasks.
Implementation of Assessment plan:
Task:

Navigate over hilly terrain between various points while dismounted

Condition:

Given a 1:25,000 scale map of Marseilles Training Center, compass,

protractor, pencil, and either:
(1) an 8-digit grid of the next point

or

(2) a distance and azimuth to the next point

Standard: Soldier needs 70% in each of the key critical tasks to be a Go. Cadet may not
receive any more than 2 No-Gos to receive a passing score on this event. The event is either
pass or fail.

Task

Go

NoGo

Comments

Cadet was able to plot 8

digit grid
Cadet was able to find four
out of six points successfully
(Day&Night)
Cadet identified and marked
elevation at each point
Cadet stayed off and away
from major roads
Cadet was tactically sound:
noise, light, and water
discipline
Cadet identified and marked
key tactical terrain features

Assessment Plan

Objective #2:

Objective #1: Shoot

Move

teach
how#3:
to employ
tactical
Objective
Communicate
fires

teach
how to#4:
execute
tactical
Objective
Leadership
movements

teach how to disseminate

information

teach
ALRM

how to become versed in

The Cadet should be able to:

Shoot, move, and communicate effectively while operating to accomplish the mission and
improve the organization.
Plan/Timeline for collecting information:
Upon completing the course and all content modules
Assessment
Pass the final exam with a minimum score of 60%
Implementation of Assessment plan:
Cumulative Final exam
10
10
10
10

Multiple choice
True/False
Short Answer
Matching

10 Fill in the blank

01 Essay

Advantages and Disadvantages of Chosen Methods

Essay
Advantages: This is a traditional assessment piece that can largely reflect students
knowledge on a particular subject matter. Students are able to express themselves with
relatively few restraints. Having students supply rather than select is a good way to check
on learning.
Disadvantages: Often times responses can be unrelated to a question. This may be
intentional or unintentional. Students may well know the answer; they just didnt shape it in
response to the question. The flip side is some verbose answer in an attempt to bluff their
way through a question. Although they dont know the answer they will be vague and try to
serve something up that is far-reaching.
Land Navigation Simulator (game)
Advantages: This provides a unique way to test the students on a critical maneuver
element. It is nearly impossible to test the ability to land navigate without actually putting
a map and compass in your hand and having you maneuver. The simulation by TBOC is a
great program and the next best thing to getting out in the woods and navigating.
Disadvantages: Some students may not have access to a high speed interconnection, which
would prevent them from completing this assignment. The software takes time to load and
its utilization is not exactly user-friendly. The instructor will have to demonstrate how to
use the features in the program prior to testing.
Multiple Choice Final Exam
Advantages: While exams definitely have their shortcomings, they still represent a good
summative assessment method. Evaluation of student learning can often be evasive so
there is no need to weight the exam. The exam will be just as important as the other
assessments/assignments in terms of weight.
Disadvantages: The exam will require someone to proctor it. This isnt a difficult process
but it does add another dimension that can potentially add to the tension surrounding
exams. Another disadvantage is that some students are not good test takers and may not
perform well. Scores on exams dont always reflect understanding and comprehension.