CTF Assessment Tool Overview

CTF Assessment Tool

Alberta Education developed a CTF assessment tool for each learning outcome. The tool supports the under-
standing that not all students learn the same way and at the same pace. The tool serves a number of purposes,
including:
assess student achievement of learning outcomes
provide behaviour descriptors
personalize assessment
differentiate instruction
plan effective learning activities
guide teacher developed assessments
determine a students background knowledge and skills
identify student strengths
determine a students next learning steps

CTF learning outcomes are the same for grades 5 through 9. The outcomes
provide the expectations for student learning
describe what a student should know or realistically be able to do by the end of a CTF task, challenge,
class or course
identify how students will be able to apply and integrate their knowledge and skills

How learning outcomes are taught and assessed is the professional responsibility of the teacher.

The CTF assessment tool for each learning outcome provides behaviour descriptors grouped according to three
stages. Behaviour descriptors are suggestions for how students can demonstrate the understanding and skills as-
sociated with each learning outcome. The three stages are acquire, apply and adapt. Behaviour descriptors and
stages
provide the opportunity to differentiate instruction and personalize assessment
recognize that students bring their own experiences, skills and prior knowledge to a learning experience
depend upon the complexity of the task or challenge
can vary from one challenge, occupational area or grade level to another
offer different entry points for students to participate in the learning process

Selecting the appropriate behaviour descriptor and stage for a student or group of students is important. The
behaviour descriptor can represent an entry point or an end goal. Students current knowledge and skills, their
strengths and the next steps in their learning are important in identifying entry points. Choosing a behaviour
descriptor or stage should
involve students
establish students prior knowledge
focus on what a student can do, clearly identifying both strengths and areas for growth
identify next steps for further learning

2015 Alberta Education, Alberta, Canada Page 2 of 17

The general descriptions for the three stages are:

Stages General Description

Acquire Construct meaning and understanding of the requirements of a learning outcome.

Apply Demonstrate and practise knowledge and skills associated with a learning outcome.

Analyze, assess, reflect on, integrate or modify knowledge and skills associated with a
Adapt
learning outcome.

CTF Assessment Tool

CTF Learning Outcome

CTF Stages

standing of pro
under ble
an m
RE so
UI lvi
Q Describe various steps used in ng
AC a problem-solving approach. .

Describe barriers that prevent Identify problems in the

you from solving problems. world around you.

Justify why one way of

solving a problem might I solve Evaluate strengths and
be better than another.
problems in limitations of your

o a c h.
problem-solving approach
ADA PT h

Explain how a problem

response to during the challenge.
can be solved in
different ways.
challenges. appr

Reflect on what you Explain a problem-solving approach

ow

could do to improve as a used during the challenge.

in g

problem solver.
you

o lv

Explain why different

-s

problem-solving
so

Use a problem-solving
m

approaches may lead to approach during the challenge.

lve

le

different solutions.
ro
ob

pr
p

b le
m a
s. Y
PL
CTF Behaviour AP
Descriptors

2015 Alberta Education, Alberta, Canada Page 3 of 17

 g
d e rstandin of interests
n un and
a pa
IRE ss
QU Identify your interests and passions. io
C ns
A

.
Explain why understanding your
interests and passions is useful.

Discuss interests and passions

that people have.
DAP A

I explore my
T

interests and Identify connections

a c h a ll e n g e t

between your interests

Create a challenge that passions while
and passions and the
allows you to explore your making personal occupational areas of the
interests and passions. connections to

ns.
challenge.
career
possibilities.

a ssio
Explain ways that you explore
your interests and passions
oe

dp
Modify the challenge to allow through the challenge.
you to explore your interests
xp

an
and passions.
lor

Determine how the challenge

ts
influences your interests and
es
e

passions.
in

er

re i
te

nt

s ts Y
an PL
dp AP
a ss
io n s.

2015 Alberta Education, Alberta, Canada Page 4 of 17

 in g of the skills, know
d led
rstan ge
de an
un dt
n Identify what you will need to do to ec
a acquire the skills and knowledge and hn
RE use the technologies necessary to be

ol
I

successful in the challenge.

QU

og
AC

ies
Determine specific skills, Discuss skills, knowledge and

.
knowledge and technologies technologies that exist in the
required for the challenge. world around you.

t e c h n o l o g ie s .
ADAPT to share sk

Mentor others who are I use

developing skills, knowledge occupational
and technologies related to
this challenge.
area skills, Demonstrate proficiency
knowledge and with the skills, knowledge
technologies. and technologies required
by the challenge.
Provide feedback to others
developing skills, knowledge

and
and technologies related to
this challenge.
ill s ,

Practise the skills,

ge
knowledge and
kn

Explain to others the skills, technologies required by

the challenge. ed
ow

knowledge and technologies

wl
related to this challenge.
led

no
ge

,k

nd s
ll
a

te
ch s ki
the
no
lo g
ie s.
P P LY
A

2015 Alberta Education, Alberta, Canada Page 5 of 17

 n d erstanding of safety r
anu equ
ire
IRE m
QU en
ts
AC
Discuss what you do to be safe.
.
Explain the importance of being safe.

Identify the specific safety

requirements of the challenge.
DA A
P

I follow
T

Promote a culture of
safety
to s

health and safety.

requirements
associated with
u p p ort a

occupational areas
and related

s.
Explain characteristics of a
technologies.

m ent
positive health and safety Follow the safety
environment. requirements of the
p os

challenge.

uire
i ti v

req
Support others in following
ec

safety requirements.
ty
ul

fe
tu

sa

of
re

he P LY
a lt A P
ha
nd
safet
y.

2015 Alberta Education, Alberta, Canada Page 6 of 17

 s t a nding of environm
nder ent
al
u ste
an Discuss what being environmentally w
E ar
IR friendly looks like.
U

ds
Q

hi
Identify diverse cultural
AC

Identify potential environmental

p.
perspectives regarding
concerns in the challenge in order
environmental stewardship.
to practise good environmental
A

stewardship.
DA
P T a c ti o n s

Promote the idea

that environmental I demonstrate
stewardship is a form environmental
of civic responsibility. stewardship

hip.
a n d a ttit u

associated with
occupational

wards
Discuss how the challenge
influences the choices
areas.
Demonstrate environmental
you make to support stewardship during the
des

environmental stewardship. challenge.

ste
to

tal
su

Propose improvements to en
the challenge that promote
pp

nm

the well-being of the

or

environment.
te

iro

vi v
ro n
n

n m e
en P LY
tal A P
s te
ward
ship.

2015 Alberta Education, Alberta, Canada Page 7 of 17

 a n understanding of
RE pla
UI nn
Q ing
AC .
Explain why planning is helpful.

Identify what you have to

think about when planning.

Describe how planning is used

in the world around you.

I plan in
Evaluate the strengths and response to
limitations of the plan. challenges. Follow the plan as you work
through the challenge.

p la n.
ADA

Revise the plan as

y to
required throughout the
PT

Create a plan to address

challenge.
the challenge.

i li t
as

ab
ap

e
la

th

er
nn

L
Y

. P
A P

2015 Alberta Education, Alberta, Canada Page 8 of 17

 n d e rstanding of dec
anu isio
nm
RE
UI ak
Q Discuss how you feel when you have in
C g
A to make decisions.

.
Explain why making decisions is
sometimes tough. Identify why its important
to make decisions.

Reflect on your ability to

Explain why you make
use a new way of making
decisions.
I make the decisions you do
A D A P T the

decisions in during the challenge.

response to
Discuss the effectiveness challenges.
of your current

k in g .
decision-making process. Describe how you
make decisions during
the challenge.
dec

ma
Identify decisions made during
isi o

io n
the challenge that you would
change and the reasons for the Identify decisions involved
n-

c is
changes. with the challenge.
m

de
ak

g L
Y
in

pr P P
oc A
es
s.

2015 Alberta Education, Alberta, Canada Page 9 of 17

 s th at change and unex
es pec
ren ted
wa ev
a en
an Discuss how you handle change and ts
E h
IR unexpected events.

ap
QU

pe
AC

Identify strategies used for

n.
handling change and unexpected Describe a time when you
events. have dealt with change and
unexpected events.
A

t s.
D

d u n e x p e ct ed ev e n
A P T ho

Assist others who

are learning to
adapt to change and I adapt to
w you addr

unexpected events. change and Evaluate the effectiveness

unexpected of strategies used to adapt
to change and unexpected
events. events during the challenge.
Identify implications of
not adapting to change

e an
and unexpected events.
ess

ang
Use strategies to adapt to
ch

Reflect on your ability to adapt to change and unexpected

change and unexpected events. events during the challenge.
ch
an

to
ge

g
in

d
an

pt

un d a
ex r a
pe o
c te ie sf
d ev eg
e nts. s trat
APPLY

2015 Alberta Education, Alberta, Canada Page 10 of 17

 n d erstanding of prob
anu lem
IRE so
lvi
QU Describe various steps used in a
ng
AC problem-solving approach.
.

Describe barriers that prevent

you from solving problems. Identify problems in the
world around you.

Justify why one way of

solving a problem might I solve Evaluate strengths
be better than another. problems in and limitations of your

o a c h.
problem-solving approach
ADA PT h

response to during the challenge.

Explain how a problem can
be solved in different ways. challenges.

appr
Explain a problem-solving
approach used during the
ow

Reflect on what you could do to

in g
challenge.
improve as a problem solver.
you

Explain why different Use a problem-solving o lv

-s
so

problem-solving approaches approach during

m

may lead to different the challenge.

lve

le

solutions.
ro
ob

pr
p

b le
m a
s. Y
PL
AP

2015 Alberta Education, Alberta, Canada Page 11 of 17

 g o f creating products, p
n
tandi erfo
rm
ers an
nd ce
u Identify the Need to Knows that you s
an must address to successfully complete or
E the challenge.

se
IR

rv
QU

ic
AC

es
Generate ideas for products,

.
performances or services to Identify the purpose of
respond to the challenge. the challenge.

g e. len
c h al
s in response to a
Justify changes that I create
ADAPT a produ

Justify how your product,

you make as you products, performance or service meets
develop your product,
performance or service.
performances or the needs of the challenge.
services in
response to
Seek feedback to improve
challenges. Experiment with a variety of

rvice
your product, performance processes to create a product,
or service. performance or service that

r se
responds to the challenge.
ct,

so
ce
pe

Demonstrate risk taking or Monitor the development of a

an
rf o

perseverance in creating a product, performance or service

rm

product, performance or that you create in response to the

fo
rm

er

service. challenge.
,p

ce
an

ts

c
or o du
pr
se te
rvi cre
a
ce. ity
to
e a b il
APPLY th

2015 Alberta Education, Alberta, Canada Page 12 of 17

nding of e
 e rs tanding of the ap
u nd pra
isa
an lp
RE ro
UI Describe ways that you can appraise skills,
ce
Q knowledge and use of technologies.
AC

ss
.
Explain how you can use the
information you get from an Explain why you appraise
skills, knowledge and use

s.
appraisal.

ge
of technologies.

ll e n
a
o ch
ed to respond t
I appraise
Develop your own the skills,
criteria to assess your
skills, knowledge and use
knowledge and Use appraisal feedback
technologies used
ADAPT

of technologies. to assess your skills,

to respond to knowledge and use of

g ie s u s
challenges. technologies.

nolo
you

Determine the effectiveness

ech
of the appraisal feedback Appraise the skills, knowledge
ra

dt
received during the challenge. and technologies you use in the

an
challenge.
b il

ge
ed
it y

wl
no
to

pp
,k

il
a

ls

ra sk
is e t he
is e
. p pr
a
t oa
b il it y
APPLY th e a

2015 Alberta Education, Alberta, Canada Page 13 of 17

standin
 u n derstanding of ho
an wy
RE ou
UI lea
CQ Explain why you might prefer one way of rn
A learning over another. .

Identify barriers to your learning.

Discuss different ways
that people learn.
ADAP

Communicate how you

take risks and learn
T y o u r a b ilit y

from mistakes in order

to grow. I communicate Evaluate the effectiveness
my learning. of strategies you use to
learn during the challenge.

ar n.
Determine the next steps

to le
required to further your
learning.
to c

ilit y
Practise strategies that
om

Collect evidence that help you learn during the ab

supports your growth as a challenge.
m

ur

learner.
un

yo

at
ic

e L
Y

yo P P
ur A
le a
r nin
g.

2015 Alberta Education, Alberta, Canada Page 14 of 17

 re n ess of how action
wa sa
a ffe
an ct
lea
RE
UI Discuss your responsibilities as a learner.
rn
Q

in
AC

g.
Plan how you will support your learning.

Describe how students actions can

affect learning.

l le ar nin g.
Promote an environment
AD APT to sup

that supports learning.

I determine
how my actions Assess how your actions
affect learning. affect your learning.
Explain your role

rso na
and responsibility in
supporting the learning of
others.

t pe
Practise actions that support
p or

your learning.
t th

ec
Recognize how your actions
affect the learning of others. aff
el

at
ea

th

ng
rn

n
s
i

of
ot c ti o
he Y a
rs.
AP PL

2015 Alberta Education, Alberta, Canada Page 15 of 17

 e rs tanding of effecti
nd ve
n u rel
a ati
RE on
UI Explain what it takes to support effective sh
Q relationships.

ip
AC

s.
Examine what you do to support
effective relationships. Identify effective relationships.
ADAPT

relationships.
Mentor others in
their development of I develop Justify the skills you
effective relationship skills that use to support effective
skills.
support relationships during
s k ill s t o

the challenge.
effective
Encourage others to work relationships.
toward personal goals that
Assess the strengths and
will help develop effective

tiv e
limitations of what you
relationships.
pro

do to support effective

ffec
relationships during the
mo

challenge.
Strengthen your ability to support
te
te

effective relationships. Practise interpersonal

or
ef

skills that support effective

pp
fe

relationships during
ve
su
ct

the challenge.
a t
i

re th
l at ls
io n il
shi sk
p s. P P LY
A

2015 Alberta Education, Alberta, Canada Page 16 of 17

 u n derstanding of co
E an llab
IR ora
QU tio
AC
Examine attitudes, behaviours or skills required n.
for working with others.

Provide examples of
Explain how group dynamics ways to work together.
affect the achievement of
common goals.
Describe advantages of
working with others.

Mentor others to
collaborate to achieve a
common goal. I collaborate
Evaluate how your
to achieve
A DAPT yo

orate.
collaboration with others
common goals. helps to achieve common
goals.
Lead or support others in
working through conflict to

o ll a b
achieve common goals.
ur a

Practise collaboration skills

oc
during the challenge.
b il

Strengthen your ability to

yt
ity

ilit
collaborate.
to

ab

lla
co

ur

bo yo
ra
te. P LY
A P

2015 Alberta Education, Alberta, Canada Page 17 of 17