Exploring Assessment in Flexible Delivery of Vocational Education and Training Programs.
To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED493981
This report highlights the diversity of assessment methods used in flexible delivery modes of teaching across Australia's vocational education and training (VET) sector. While assessment practice is underpinned by training package and course curriculum requirements, other factors influence the methods teachers and assessors choose. These include the availability of qualified workplace assessors, the proximity of students to teachers or assessors, the need to ensure students' work is their own, and the involvement of learners and workplaces in the assessment process. This suggests challenges and opportunities exist for teachers in a competency-based training and assessment system. Following an executive summary, this report is divided into the following sections: (1) Project Background and Methodology; (2) What the Literature Says; (3) Provider Survey; (4) Case Studies; (5) Self-Assessment of Practice: Validity and Reliability; and (6) Conclusions. Three appendices comprise: Provider Survey; Provider Matrix Sheets; and Self-Assessment Tool. (Contains 12 tables.)
|Printer friendly Cite/link Email Feedback|
|Author:||Hyde, Patricia; Clayton, Berwyn; Booth, Robin|
|Date:||Jan 1, 2004|
|Previous Article:||Exploring Locality: The Impact of Context on Indigenous Vocational Education and Training Aspirations and Outcomes.|
|Next Article:||Equity in Vocational Education and Training. Research Readings.|