CONNECTICUT Statewide Career & Technical Education ASSESSMENT State Department of Education Academic Office 165 Capital Avenue - Room 205 Hartford, Connecticut 06106 860-713-6764 2015 Textiles and Design ACCOUNTING Sample Items by 2015 Performance Standards and Competencies State Standards
Textiles and Design Performance Family and Consumer Sciences Skills: Develop a core of skills related to areas of family and consumer resource management. Demonstrate the management of financial resources and analyze how individuals and families manage resources to meet goals relating to textiles and apparel. Reading Standard 7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Math Standard 1: Explain the meaning of a problem and look for entry points to its solution. Readability Average: 9.6 Following graduation, Amanda went to work at a costume design shop for two years. She averaged her expenses, which are displayed in the following table. This budget is based on her current income of $2,100 a month including wages and commission. If Amanda receives a 10% raise, what percentage of her income will be used on housing and utilities (assuming her bills stay the same)? Question 1 A. about 15 percent B. about 26 percent C. about 29 percent D. about 33 percent 1
Performance Fibers and Textiles: Evaluate fibers and textiles. Evaluate performance characteristics of commonly used textile fibers and fabrics. Reading Standard 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Readability Average: 10.5 When drying hands with a cotton towel, the water is absorbed quickly due to the composition of the fiber. Question 2 A. synthetic B. manmade C. blended D. natural Describe and assess effects of textile characteristics on design, construction, care, use, and maintenance of products. Reading Standard 2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Readability Average: 8.8 Pressing napped fabric on the wrong side will preserve the of the material. Question 3 A. texture B. color C. density D. strength Performance Apparel and Textile Design: Demonstrate apparel and textile design skills. Describe the ways in which the texture and design of a fabric can affect visual appearance. Reading Standard 2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Readability Average: 3.4 A 4 by 1 satin weave creates fabric with a surface. Question 4 A. matte B. shiny C. ribbed D. nubby 2
Apply elements and principles of design to assist consumers in making decisions. Reading Standard 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Readability Average: 9.1 When patterns such as dots or flowers increase or decrease in a clothing design, it is called Question 5 A. transition B. gradation C. opposition D. radiation Performance Textile and Apparel Products: Demonstrate skills needed to produce, alter, or repair textile and apparel products. Explain the purposes and uses of a variety of common equipment, tools, and supplies for apparel and textile construction, alteration, and repair. Reading Standard 6: Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Readability Average: 10.1 A fashion designer that wants to professionally finish seam edges of a garment would use Question 6 A. a loom B. a standard sewing machine C. a serger D. pinking shears Explain the purposes and uses of a variety of common equipment, tools, and supplies for apparel and textile construction, alteration, and repair. Math Standard 3: Interpret and use stated assumptions, definitions, and previously established results in constructing arguments. Readability Average: 11.3 How many yards of trim would have to be purchased to decorate the edges of a rectangular tablecloth that measures 65-inches by 86-inches? Question 7 A. 7 B. 8 C. 9 D. 10 3
Describe and demonstrate basic skills for producing and altering textile products and apparel. Reading Standard 6: Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Readability Average: 10.9 What style feature uses a fold of fabric stitched to a point at one end that creates additional room to accommodate the shape of a model's body? Question 8 A. princess seam B. dart C. box pleat D. tuck Implement the use of commercial pattern layouts, markings, and symbols. Reading Standard 2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Readability Average: 7.5 What type of fold is used to accommodate wider pattern pieces? Question 9 A. lengthwise fold B. bias fold C. crosswise fold D. double fold Implement the use of commercial pattern envelope information to complete a project. Reading Standard 10: Read and comprehend science/technical texts in grades 11-CCR (college career readiness) text complexity band independently and proficiently. Readability Average: 11.4 The back of a pattern envelope shows used to measure the elasticity of knit material. Question 10 A. a fabric stretch gauge B. the seam allowances C. the hem style recommendation D. a color picture of garment 4
Performance Career Paths: Analyze career paths within textile and apparel industries. Identify education and training pathways in textile, apparel, and fashion careers. Reading Standard 10: Read and comprehend science/technical texts in grades 11-CCR (college career readiness) text complexity band independently and proficiently. Readability Average: 12.6 A fashion career that involves analyzing sales trends and tracking the success of a retail store is a Question 11 A. raw materials buyer B. fashion merchandiser C. fashion designer D. fashion journalist 5
Answer Key for Sample Items 1 B 7 C 2 D 8 B 3 A 9 C 4 B 10 A 5 B 11 B 6 C 6
CONNECTICUT Statewide Career & Technical Education ASSESSMENT State Department of Education Academic Office 165 Capital Avenue - Room 205 2016 Hartford, Connecticut 06106 860-713-6764 2016
Number TEXTILES AND DESIGN COMPETENCY ANALYSIS Statewide Average Competencies by Highest Performing 2 Analyze how clothing and textile buying decisions are influenced through media and technology. 73 19 Demonstrate transferable and employability skills used in the community and workplace settings. 69 8 Describe the ways in which the texture and design of a fabric can affect visual appearance. 69 11 Apply elements and principles of design to assist consumers in making decisions. 67 16 Implement the use of commercial pattern guide sheet instructions to construct a project. 62 5 Evaluate performance characteristics of commonly used textile fibers and fabrics. 60 9 Apply basic and complex color schemes and color theory to develop and enhance visual effects. 59 1 Apply consumer skills to providing and maintaining clothing. 59 15 Implement the use of commercial pattern envelope information to complete a project. 58 6 Describe and assess effects of textile characteristics on design, construction, care, use, and maintenance of products. 57 17 Demonstrate the correct and safe operation of a consumer sewing machine. 56 12 Explain the purposes and uses of a variety of common equipment, tools, and supplies for apparel and textile construction, alteration, and repair. 53 10 Utilize elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products. 53 7 Apply appropriate procedures for care of textile products. 53 3 Demonstrate the management of financial resources and analyze how individuals and families manage resources to meet goals relating to 49 textiles and apparel. 18 Identify education and training pathways in textile, apparel, and fashion careers. 47 4 Identify, compare, and analyze the most common natural and manufactured textile fibers. 47 14 Implement the use of commercial pattern layouts, markings, and symbols. 47 13 Describe and demonstrate basic skills for producing and altering textile products and apparel. 37 1
Performance Standard Question 1 Standard Practice Question 2 Question 3 Fibers and Textiles: Evaluate fibers and textiles. Evaluate performance characteristics of commonly used textile fibers and fabrics. Which of these is created by a chemical process? A. cotton B. synthetic fibers C. rayon D. kashmir Describe and assess effects of textile characteristics on design, construction, care, use, and maintenance of products. Reading Standard 1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the accounts. Wool gabardine is an appropriate fabric choice for a A. business suit B. button-up blouse C. maxi skirt D. polo shirt Describe and assess effects of textile characteristics on design, construction, care, use, and maintenance of products. A needle board is essential for supporting the raised nap when pressing fabrics such as A. wool B. silk C. velvet D. chiffon 2
Performance Standard Standard Practice Question 4 Performance Standard Standard Practice Question 5 Standard Practice Question 6 Apparel and Textile Design: Demonstrate apparel and textile design skills. Describe the ways in which the texture and design of a fabric can affect visual appearance. Reading Standard 1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the accounts. A well-designed garment will exhibit elements of design including line, shape, space, color and A. harmony B. texture C. balance D. gradation Textile and Apparel Products: Demonstrate skills needed to produce, alter, or repair textile and apparel products. Explain the purposes and uses of a variety of common equipment, tools, and supplies for apparel and textile construction, alteration, and repair. Reading Standard 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Beeswax is used to thread for sewing buttons and for hand sewing. A. gloss B. texture C. soften D. strengthen Describe and demonstrate basic skills for producing and altering textile products and apparel. Reading Standard 3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. The best method for measuring crotch depth for women's pants is to tie a string around the waistline, sit on a hard flat surface, and measure A. from the side waist to the surface B. inseam and measure outseam C. at center front to the center back D. the waist and the hip 3
Question 7 Standard Practice Question 8 Standard Practice Question 9 Describe and demonstrate basic skills for producing and altering textile products and apparel. Take excess off the crotch curve and re-contour the seams to the crotch on a pair of tailored pants. A. widen B. shorten C. lengthen D. take-in Implement the use of commercial pattern layouts, markings, and symbols. Reading Standard 8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Which of the following is applied to parts of a garment to add extra body or rigidity? A. lining B. interlining C. underlining D. interfacing Implement the use of commercial pattern envelope information to complete a project. Math Standard 1: Explain the meaning of a problem and look for entry points to its solution. When drafting a circular skirt pattern, begin with a small circle that represents the waistline. If the diameter of the circle is 8 inches what is the waist measure? A. 12 inches B. 16 inches C. 25-1/8 inches D. 30-1/4 inches 4
Performance Standard Standard Practice Career Paths: Analyze career paths within textile and apparel industries. Demonstrate transferable and employability skills used in the community and workplace settings. Math Standard 4: Apply the mathematics learned to solve problems arising in everyday life, society, and the workplace. Researchers in a metropolitan area published data on the median earnings of workers in the apparel industry. According to the figures shown below, what is the weighted average of the hourly wages for all occupations listed? Question 10 A. $10.26 B. $12.46 C. $12.60 D. $13.16 5
Answer Key for Sample Items 1 B 6 A 2 A 7 C 3 C 8 D 4 B 9 C 5 D 10 D 6