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What Counts?
Assessing Computer Skills
Kenneth Tamarkin
Project STEPS, Malden Mills, Lawrence, MA
I am currently working as an instructor
at Malden Mills in Lawrence, Massachusetts in a project funded by
the Corporation of Business, Work, and Learning. One of my first
tasks was to design an "Introduction to Computers" class along with
assessment tools that could help us place students at the appropriate
level and measure both an individual's progress and the effectiveness
of the class.
I wanted to develop a rubric that consisted of an even number
of competency levels, since people have a tendency to go for the
middle when there is an odd number. I came up with descriptions
of six levels of computer use (Figure 1) ranging from never having
used a computer (level 1) to basically being a computer guru (level
6). Our Introduction to Computers course was designed to serve people
from levels 1,2, and 3. Each class worked best and the participants
made the most efficient use of their time if the abilities of the
participants differed by no more than one level. A class that was
mostly level 1 could concentrate on learning how to handle a mouse
and how to enter and leave programs while a class that was mostly
level 3 could go into programs in more depth.
Since I was giving an assessment to as many as twenty people at
once, and I am not a particularly good detective, I decided to utilize
self-assessments. With each group, I walked them through the six
levels of the rubric in detail, expanding on exactly what I meant
by each level and emphasizing the importance of answering honestly.
If a person was really level 3 and self-described herself as level
1, she might be bored in a class that spent an hour learning to
handle a mouse and another hour learning to open and close programs.
We decided a few weeks later that more than 90% of the students
demonstrated computer knowledge and performance in class that matched
their self-assessments. Since I also wanted some objective information,
I developed a short questionnaire to go along with the rubric (Figure
2) to get a sense of both computer and written language skills.
If questions were answered inappropriately or not at all, I would
refer the participant to our ESOL assessment process. If questions
were answered with considerable sophistication, I might refer the
participant to a community college program more appropriate for
an advanced student than our introductory course.
I needed to develop a checklist of skills that our course would
address. My first effort (Figure 3) drew upon many years of introducing
computers to adults plus a month of examining the needs of workers
and managers at Malden Mills by going on repeated tours of the plant
and having numerous informal conversations with both workers and
managers. In addition, I received the considerable assistance of
my colleagues, Cindy Cook, Judy Hikes, and Johan Uvin. While both
Cindy and Judy had extensive experience with adult students and
had worked with computers in a classroom setting before, this was
the first by time they were teaching a formal computer course. They
provided a continual reality check for me and helped me from becoming
too technical, while I provided the overall course outline and first
draft of the assessment form, as well as technical assistance. The
three of us taught a total of nine sections of the Introductory
course. Two more instructors have been added in our second cycle.
While the rubric gave us a general idea of the computer expertise
of our participants, the checklist gave us a far more detailed look
at what students knew. In the first cycle, I gave the checklist
to my students on the first day of class and had them check off
the items they knew under the Pre column. But following Johan's
suggestion, we changed to a rating system in which 1 meant they
couldn't do the task, 2 meant they could complete the task with
some prompting, and 3 meant they could do the task independently
in a classroom situation. I used the new system for the first time
when I worked with students to complete the "Post" column of the
checklist. Since I now knew the students' computer competencies,
I was able to participate in the "Post" test with them.
Our experience with the first cycle, along with getting some new
capabilities on the computers, led to an expanded form (Figure 4).
We added items that we were able to work on in the first cycle,
or that we decided we wanted to add to the curriculum for the second
cycle.
As an additional reality check whether our efforts were relevant
to the needs of the workers and the workplace, my final task was
to relate our Computer Assessment Scoring Guide with the National
Skill Standards Project for Advanced High Performance Manufacturing
(Figure 5). The National Skill Standards Project is a work-in-progress
that is trying to articulate those skills needed by workers across
many industries. Such standards can be used as a tool to analyze
the skills needed to perform a certain job. They can also provide
valuable insight for educators working with future workers.
I felt that our Computer Assessment addressed problem solving
skills (PS), as well as computer skills (CU). In general, I think
that determining how to use a computer to solve a new problem or
complete a new task requires greater understanding than just learning
how to use a particular program and being instructed when to use
it. For example, it takes a greater understanding to use a computer
to troubleshoot a malfunctioning machine than it does to repeatedly
go through a standard procedure with a correctly functioning machine.
Finally, rather than being an end in itself, at the highest level
the computer becomes just one more tool in a broader process of
problem solving.
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FIGURE 1
Project STEPS
Name______________________________
Date___________________________
COMPUTER ASSESSMENT SCORING GUIDE
- Has never used a computer. Is very worried
and uncomfortable about having to use a computer.
- Has used a computer at least a few times.
Can turn a computer on, but understands little else. Needs
considerable direction and support to handle even the
most fundamental tasks. Cannot handle a mouse without
difficulty.
- Used a computer competently in a structured
work situation, but it still uncomfortable with unfamiliar
applications. Can follow clear step-by-step directions,
but cannot use the computer as a tool. Can use a mouse
to move around the screen. Does not fully understand how
programs and data differ and how they are organized, stored,
and accessed.
- Has some experience using the computer
as a tool. Can use word processing and other programs.
Can learn additional programs with training. Is able to
experiment and try different things out on the computer.
Understands the basic structure of the computer and the
difference between programs and data.
- Experienced and confident using the
computer as a tool. Able to do troubleshooting to solve
problems. Comfortable using help systems and manuals to
learn how to use software. Able to determine the appropriate
software to use to accomplish a task.
- Frequently helps others with their computer
problems. Can clearly explain to others computer capabilities
and functions. Can evaluate software and hardware. Tests
new software and creatively uses it to improve productivity
and quality.
Self-assessment score ______________
Assessment score ________________
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FIGURE 2
Project STEPS
Name_________________________ Date ______________
INTRODUCTION TO COMPUTERS ASSESSMENT
- How do you properly turn off a computer?
- Do you know how to type?
- What is the difference between an operating
system, such as Windows 95, and an application program,
such as Microsoft Word?
- Using a mouse, how can you select something
on the screen?
- What are you using a computer for right
now?
- If you are not currently using a computer
on your job, what do you think you might have to use a
computer for in the next year?
Assessment Score ________
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FIGURE 3
Introduction to Computers
Individual Record for: __________________________
Class: ________________
Skill
- Turn on computer ___Pre
___Post
- Correctly turn off computer
___Pre ___Post
- Use a mouse ___Pre
___Post
- Use a keyboard ___Pre
___Post
- Describe what makes a computer a computer
___Pre ___Post
- Adjust monitor ___Pre
___Post
- Start a program by double-clicking an
icon ___Pre ___Post
- Start a program from the Program list
or Windows Explorer ___Pre ___Post
- Open a document ___Pre
___Post
- Save a document ___Pre
___Post
- Close a document ___Pre
___Post
- Close a program ___Pre
___Post
- Understand the difference between a program
and a document ___Pre ___Post
- Understand the file structure of Windows
95 ___Pre ___Post
- Navigate the file structure of Windows
95 using Windows Explorer ___Pre
___Post
- Create a Microsoft Word document
___Pre ___Post
- Print a document ___Pre
___Post
- Change print options ___Pre
___Post
- Change screen options ___Pre
___Post
- Create a Microsoft Excel document
___Pre ___Post
- Troubleshoot by checking electrical connections
___Pre ___Post
- Install software ___Pre
___Post
- Open the system unit ___Pre
___Post
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FIGURE 4
Introduction to Computers
Individual Record for: __________________________
Class: ________________
Skill
- Turn on computer ___Pre
___Post
- Correctly turn off computer
___Pre ___Post
- Use a mouse ___Pre
___Post
- Use a keyboard ___Pre
___Post
- Describe what makes a computer a computer
___Pre ___Post
- Adjust monitor ___Pre
___Post
- Start a program by double-clicking an
icon ___Pre ___Post
- Start a program from the Program list
or Windows Explorer ___Pre ___Post
- Open a document ___Pre
___Post
- Save a document ___Pre
___Post
- Close a document ___Pre
___Post
- Close a program ___Pre
___Post
- Understand the difference between a program
and a document ___Pre ___Post
- Understand the file structure of Windows
95 ___Pre ___Post
- Navigate the file structure of Windows
95 using Windows Explorer ___Pre
___Post
- Create a Microsoft Word document
___Pre ___Post
- Print a document ___Pre
___Post
- Change print options ___Pre
___Post
- Change screen options ___Pre
___Post
- Create a Microsoft Excel document
___Pre ___Post
- Troubleshoot by checking electrical connections
___Pre ___Post
- Install software ___Pre
___Post
- Open the system unit ___Pre
___Post
- Create a Microsoft Access database
___Pre ___Post
- Enter data in a Microsoft Access database
___Pre ___Post
- Select the correct software for a task
___Pre ___Post
- Use tutorial software ___Pre
___Post
- Use educational software
___Pre ___Post
- Find and respond to screen prompts
___Pre ___Post
- Confident in ability to learn computer
skills and procedures ___Pre
___Post
- Modify screen properties
___Pre ___Post
- Use digital camera ___Pre
___Post
- Touch up and print digital pictures
___Pre ___Post
- Understand how a computer can control
production equipment ___Pre ___Post
- Read a process control computer screen
(i.e. Wonderware) ___Pre ___Post
- Use a computer to monitor and control
production equipment ___Pre ___Post
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FIGURE 5
Relationship of Project STEPS
Computer Assessment Scoring Guide
with the National Skill Standards Project
for Advanced High Performance Manufacturing
A worker who scores at level 1, 2, or
3 would not meet any of the National Skill Standards.
Depending on the programs learned, a worker
at Malden Mills functioning at level 4 would meet one or
more of the following standards:
CU 3 List various methods of tracking
inventory.
CU 5 Demonstrate use of an industry-accepted word processing
software package.
CU 6 Demonstrate use of an industry-accepted spreadsheet
software package.
CU 7 Demonstrate use of an industry-accepted database software
package.
A worker at Malden Mills functioning at level
5 would meet all the level 4 standards plus:
CU 1 List possible computer applications
in manufacturing processes.
CU 2 Identify possible effects of introducing computers
into manufacturing processes.
PS 2 Apply a system of problem solving.
PS 3 Identify opportunities for applying problem solving
techniques.
A worker at Malden Mills functioning at level
6 would meet all the level 5 standards plus:
PS 1 Explain the value of applying
a problem solving system.
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Originally published in Adventures in Assessment,
Volume 10 (December 1997),
SABES/World Education, Boston, MA, Copyright 1997.
Funding support for the publication of this document
on the Web provided in part by the Ohio State Literacy Resource
Center as part of the LINCS
Assessment Special Collection.
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