e. the cadet shall be actively, consistently, and effectively involved in assessment; including learning to manage their learning through the skills of self-assessment; and
f. the cadet shall actively, consistently, and effectively communicate with others about their learning progress.
CP DEVELOPMENTAL PERIODS (DPS)
8. The CP is designed across adolescent DPs adapted to suit the CP target population. Outlined in each DP are specific philosophies and approaches to learning and assessment that influence cadet training and evaluation design, development, and conduct.
9. A DP is a time frame during a cadet’s progression through the CP. The cadet participates in training and is provided opportunities to develop desired knowledge, skills, and attitudes that support the aim of the CP and contribute to the achievement of the CP outcomes.
10. Progressive training levels and associated learning objectives distinguish each DP, ensuring training is relevant, achievable, and age-appropriate for the cadet population. DPS and associated training levels are designed to be completed sequentially. They are also fluid, which allows a cadet to progress to the next training level or DP while still working on completing learning objectives from the previous story or DP.
11. The design and development of cadet training and evaluation are based on the basic overview of the DP characteristics in Chapter 3, Annex A.
JLBC CADET ASSESSMENT OF LEARNING PLAN
12. The JLBC Assessment of Learning Plan provides an overall strategy for using assessment activities to determine if the JLBC cadet meets the requirements for the JLBC Phase Five qualification. The Assessment of Learning Plan will:
a. provide an outline of each assessment of learning activity, including its purpose, when it will occur, and details of the assessment instrument(s) used to support JLBC cadet evaluation;
b. identity the learning target(s) associated with the JLBC PO and EO being assessed, including:
(1) JLBC Knowledge Mastery. The facts, concepts, and theory a JLBC cadet needs to know;
(2) JLBC Reasoning Proficiency. A JLBC cadet uses what they know to solve a problem, make a decision, make a plan, think critically, set goals, or self-assess;
(3) JLBC Skills. JLBC Performance demonstration; where the cadet demonstrates their ability to perform a skill. To be assessed, these performances must be shown by the JLBC cadet and observed by an assessor;
(4) JLBC Ability to Create Products. A JLBC cadet uses their knowledge, reasoning, and skills to create a concrete product; and
(5) JLBC Attitudinal / Dispositional Changes. A JLBC cadet’s attitude about learning, safety, conduct, etc. JLBC Targets in this realm reflect attitude and feeling. They represent important affective JLBC goals we hold for a JLBC cadet as a by-product of their JLBC CP experience and, as such, are not generally assessed to attain a qualification; and
c. identify the assessment method(s) that best matches PO and EO learning targets, including:
(1) Selected Response. A JLBC cadet selects the correct or best response from a list provided. Formats include multiple-choice, true/false, matching, short answers, and fill-in-the-blank questions. However, quick replies and fill-in-the-blank inquiries do require cadets to research.