JLBC Cadets generate an answer, they call for a very brief explanation that is counted as right or wrong, so these have been included in the selected response category;
(2) Extended Written Response. A JLBC cadet must construct a written answer to a question or task rather than select one from a list. An extended written response is at least several sentences in length;
(3) Performance Assessment. This assessment method is based on observation and judgment; performance or product is observed, and a determination is made as to its quality; and
(4) Personal Communication. Gathering information about a JLBC cadet through personal communication, learning is assessed through interpersonal interaction with the JLBC cadet.
13. Specific assessment instruments have been designed to support each assessment activity within the assessment of the learning plan. These are meant to standardize assessment activities and evaluation for all JLBC cadets attempting the qualification.
ADDITIONAL JLBC ASSESSMENT OF LEARNING ACTIVITIES
14. No additional JLBC cadet evaluations, e.g., theory tests or performance checks, determine JLBC Phase Five qualification eligibility. Therefore, these national standards should not be supplemented with additional regional and local bars.
JLBC OJT ASSESSMENT FOR LEARNING
15. There is no formal assessment tool associated with JLBC OJT. However, the assessment instruments used for assessing learning for JLBC (Lead Cadet Activities) and JLBC (Instruct Cadets) may be used to assess learning during JLBC OJT. Additionally, Case O is expected to monitor the progress of the JLBC cadet as outlined in JLBC Command standard operating procedures (SOP) to include regular feedback on JLBC OJT performance. When providing feedback on the JLBC OJT performance review with the JLBC cadet, the following:
a. the tasks the JLBC cadet was assigned to complete since the last feedback session;
b. the cadet’s feedback on how they felt they did in the accomplishment of those tasks;
c. the JLBC cadet’s performance in completing the tasks assigned, identifying one or two areas where the JLBC cadet could improve and several areas where the JLBC cadet has done well or shown improvement;
d. the JLBC cadet’s attendance and the JLBC cadet’s schedule over the next reporting period; and
e., the JLBC cadet’s short- and long-term goals with the JLBC cadet corps.
16. The JLBC cadet shall contribute to the feedback session by completing a self-assessment of their performance in their various leadership and instructional roles since their last feedback session and being prepared to discuss their development and experience.
17. To aid in continuity between feedback sessions, the Case O should maintain notes on the progress of the JLBC cadet and areas identified where the JLBC cadet could improve. It is recommended that feedback sessions be conducted a minimum of once every two months.