Fill - Free fillable Student Employment Performance Assessment Supervisor Evaluation (Mohave Community College) PDF form

Student Employment Performance Assessment – Supervisor Evaluation

For use in assessing student performance

Adapted from ACT’s WorkKeys Assessments

http://www.act.org/content/act/en/products-and-services/workkeys-for-employers.html

Student Name: __________________________________________________________ Date Completed:__________________________

Supervisor Name:_________________________________________________________

1. Workpl

ace Observation Skill*

Ability to repeat a short,

straightforward process, pattern or

demonstration; recognize an

incorrect step; identify the next step

in a series

Ability to recognize cause and effect

in straightforward process, pattern,

or demonstration; identify the cause

of a result; filter out obvious

distractions; recognize what to do

next given a single condition;

indicate next action when an

incorrect step is identified

Ability to identify correct course of

action given more than one

condition; distinguish similar but

different steps; maintain attention

to detail with little prompting;

recognize when steps can be

combined & when they cannot;

identify details that are not clear;

select and put steps into the correct

order in a complex process; apply

information to a similar situation

Ability to make guesses from

situational cues in a complex

process; figure out process steps

that are missing; apply complicated

instructions to new situations;

decide which conditions apply to a

new situation; determine a general

underlying principle; determine next

steps; break down a process and

apply results to an unfamiliar

process; use situational cues to

determine steps to be taken

N/A

Reset Form

2. L

istening for Understanding Skill*

Ability to identify clearly stated main

ideas or details (e.g.; time and

location of a meeting) and follow

simple instructions

Ability to answer questions about or

take action on directly stated main

points and details; follow

straightforward instructions with

several steps; determine the

meaning of one or two words based

on explanations in the spoken

information; recognize basic

sequence and time relationships

from time-related words (e.g.

during, between) that are directly

stated

Ability to identify clearly stated main

points/details with unclear context

or unusual information; follow

complex multi-step instructions that

may contain conditions; identify

changes in meaning when familiar

words are used in a new context;

determine the meaning of words

based on context; determine

sequence and time relationships

from words when the meaning is not

obvious (e.g. yet, once); make simple

guesses from the context

Ability to identify main points that

are not clearly stated and may be

hard to find; noticing whether the

speaker approves/disapproves;

follow indirect instructions;

determine the meanings of new

words through context; make

guesses about information that may

be abstract; understand cause and

effect from context; understand

sequence and time relationships

when planning or scheduling

N/A

1 2 3 4 0

*The use of the word ‘condition’ in several skills refers to if/then situations where the appropriate follow-up action is dependent upon what happened previously and may be different in different

situations

3. Observation Skill

Ability to pay attention to basic parts

of a straightforward procedure that

is done at a slow pace; remember a

few strongly prompted details;

remember instructions and

reminders that give strong cues;

remain focused on the important

parts of a procedure shown without

irrelevant information; notice clear

differences in procedures

Ability to select and pay attention to

parts of a straightforward procedure

with details that are hard to notice;

pay attention to details shown at a

moderate pace; remember a few

important details that are

reinforced; remain focused on the

important details when there is

extra information; notice less

obvious differences

Ability to focus attention on and

remember several important details

from a procedure that includes

several tasks that may occur at the

same time and at a moderate pace;

maintain attention to details with

little prompting; remember several

important details about unfamiliar

material; ignore irrelevant

information; recognize several

differences presented at the same

time; examine a subtle difference

and decide whether it is acceptable

Ability to focus attention on and

remember several steps from a

complicated procedure that includes

unusual elements and is presented

at a quick pace; remember several

steps not discussed directly or

explained; visualize how a step fits

into a procedure; ignore irrelevant

information; interpret conditional

relationships that affect tasks; make

predictions, judgements, or

comparisons; examine a small detail

to determine if it is significant

N/A

4. Re

ading for Information Skill*

Ability to pick out main ideas and

clearly stated details; choose the

correct meaning of a word when the

word is clearly defined in the

reading; choose the correct meaning

of everyday and workplace words;

choose when to perform each step

in a short series of steps; apply

instructions to a situation that is the

same as the one read about

Ability to identify important details

that may not be clearly stated; use

reading material to figure out the

meaning of words that are not

defined; apply instructions with

several steps to a situation that is

the same as in the reading; choose

what to do when changing

conditions call for a different action

Ability to figure out the correct

meaning of a word based on how it

is used; identify the correct meaning

of an acronym or jargon defined in a

document; apply technical terms and

jargon to known situations; apply

simple instructions to a new

situation similar another described;

apply complex instructions that

include conditions to situations

described in the material

Ability to identify implied details; use

technical jargon in new situations;

figure out the less common meaning

of a word based on the context;

apply complicated instructions to

new situations; figure out the

principles behind policies and

procedures; apply general principles

from the materials to similar or new

situations; explain the reason for a

procedure, policy, or communication

N/A

5. T

eamwork Skill

Ability to recognize clear team

goals; show acceptance of team

goals by working cooperatively;

identify recognizable problems and

their causes; persist in solving

problems; show membership by

supporting and seeking the input of

others; demonstrate a positive work

attitude; respond appropriately to

praise and give positive feedback;

display trust in team members; be

dependable in completing tasks

Ability to organize & schedule tasks;

offer possible solutions to problems;

show commitment to quality;

effectively interpret verbal and

nonverbal communication; take

direction from team members and

respond to feedback in a way that

furthers team relations and

accomplishes tasks; show respect

for team members; show an

appreciation for diversity among

team members

Ability to demonstrate good

decision making and analyzing skills

that indicate an ongoing process of

identifying problems & proposing

alternatives; show leadership by

giving or taking direction as the

situation requires; empower others

by holding each other responsible

for accomplishing the goal; show

initiative by doing what is required

and showing willingness to try new

tasks; be properly assertive

Ability to identify and organize the

parts of a problem; create and revise

team goals depending on priorities;

coordinate multiple parts of a task to

help the team meet its goals; be

flexible in their role on the team;

resolve issues among team members

using supportive behavior and

language and providing negative

feedback in a constructive manner;

build team unity

N/A

6. B

usiness Writing Skill

Produces writing that consists of

incomplete sentences most of the

time; includes a large number of

grammatical, mechanical, and word

usage errors that interfere with

communication; has rude or overly

casual language; tone and style; has

no organization; attempts to

communicate their ideas but

provides little or no development or

support

Produces writing with some

complete sentences although some

may be simple or repetitive; has

enough correct mechanics, word

usage, and grammar to convey the

idea but errors interfere with

comprehension; has rude or over

casual language, tone, and style; has

some organization but the focus is

unclear and has few or no

transitions; has ideas that are

generally understandable; but not

expanded

Produces writing with mostly

complete sentences, variety and

complexity are attempted; few

mechanical, grammatical, and word

usage errors; may be repetitive;

generally correct spelling; tone and

style are generally consistent with

standard business English; writing

may be casual but is not rude;

exhibits some organization, may lose

focus, transitions are simple; has

adequate development of ideas but

they may be limited in depth and

thoroughness; support is general

and relevant but repetitive

Produces writing with all complete

sentences that are generally varied

in length and complexity; very few

mechanical, grammatical, and/or

word usage errors that do not

interfere with communication, style,

tone, and language is consistent with

standard business English; organized

and maintains consistent focus;

transitions are effective; most ideas

are developed with supporting

examples and details

N/A

7. Lo

cating Information Skill

Ability to find one or two pieces of

information in a graphic; and fill in

one or two pieces of information

that are missing from a graphic

Ability to find several pieces of

information in a graphic; understand

how graphics are related to each

other; summarize information from

one or more straightforward

graphics; identify trends shown in

one or more straightforward

graphics; and compare information

and trends shown in one or more

straightforward graphics

Ability to sort through distracting

information; summarize information

from one or more detailed graphics;

identify trends shown in one or

more detailed or complicated

graphics; and compare information

and trends from one or more

complicated graphics

Ability to draw conclusions based on

one complicated graphic or several

related graphics; apply information

from one or more complicated

graphics to specific situations; and

use the information to make

decisions

N/A

8. A

pplied Mathematics Skill

Ability to solve problems that

require a single type of

mathematical operation; change

numbers from one form to another

(e.g. converting a fraction to

decimal); and convert simple money

and time units

Ability to solve problems that

require one or two operations;

figure out averages, simple

proportions, or rates using whole

numbers and decimals; add

commonly known fractions,

decimals, or percentages; add three

fractions that share a common

denominator; multiply mixed

numbers (such as 12 ⅛) by a whole

number or decimal; put the

information in the right order before

performing calculations

Ability to decide what information,

calculations, or unit conversions to

use to solve a problem; look up a

formula and change from one unit to

another in a single step within the

same or another system of

measurement; calculate using mixed

units; divide negative numbers;

identify the best deal by doing one

and two step calculations and

comparing the results; calculate

perimeters and areas of basic

shapes; calculate percent discounts

or markups

Ability to use fractions with unlike

denominators; rearrange a formula;

look up and use a formula to change

from one unit to another in the same

or another system of measurement;

find mistakes in easy problems; find

the best deal and use the results for

another calculation; find the area of

basic shapes when it may be

necessary to rearrange the formula

or convert units of measurement;

find the volume of rectangular

solids; and calculate multiple rates

N/A

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