How to Assess the Vocational Curriculum

Name: How to Assess the Vocational Curriculum
Price: 5390 ISK
Availability: InStock
Author: Kathryn Ecclestone
ISBN: 9781135357771

Höfundur: Kathryn Ecclestone (Útgáfa: 1)

Kaup valmöguleikar

Using case studies from schools and colleges, this book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation.

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Útgefandi: Taylor & Francis

ISBN: 9781135357771

Print ISBN: 9781138159594

Format: ePub

Útgáfa: 1

Höfundar: Kathryn Ecclestone

Tungumál: English

Útgefið: 2013-09-13

Prent takmörkun á líftíma: 100

Prent takmörkun: 2

Afritunar takmörkun: 2

Flokkar: Menntavísindi

Efnisflokkar: Menntun › Almennt

Kaflar

Cover Page
Half Title page
Title Page
Copyright Page
Contents
Acknowledgements
Series Editor’s Preface
Chapter 1. Introduction and Background
Why assessment is becoming more important
New possibilities
Tensions and dilemmas
Being strategic about assessment
Professional competence in assessment
Summary
Further reading
Reports, guidelines and technical advice
Background issues
Chapter 2. Understanding Assessment
Why we assess learners
Diagnosis
Selection and recruitment
Certificating achievements
Formative assessment
Good practice informative assessment
Summative assessment
Good practice in summative assessment
Confusing formative and summative assessment
What assessment is
How we assess
Comparing learners
Using external measures
Setting personal targets and measures
Technical features of assessment
Reliability
Designing an assessment based on reliability
Validity
Designing a test based on validity
Summary
Further reading
Practical guidelines
Background issues
Chapter 3. Assessment in Vocational Qualifications
Defining the vocational curriculum
The changing vocational curriculum
Different groups and bodies
Education and training providers
An evolving vocational curriculum
Technical and Vocational Education Initiative (TVEI)
Aims
Features
Certificate of Pre-Vocational Education (CPVE)
Aims
Features
Employment training schemes
Training initiatives and schemes for unemployed young people and adults
Aims
Features
Vocational qualifications
Aims
Features
National Vocational Qualifications (NVQs)
Aims
Features
General National Vocational Qualifications (GNVQs)
Aims
Features
Modern apprenticeships
Aims
Features
Vocational degrees
Features
Common assessment themes
Organizational implications
Summary
Further reading
Practical guidelines/information
Background issues
Chapter 4. Assessment in a Modular Curriculum
Different modular systems
Credit-based systems
Non-credit based systems
Different modular structures
Subject-specific linear systems
Subject-specific systems with options
Combined approach
Cross-curricular approach
Features of a modular curriculum
Modules
Learning outcomes
Purpose of learning outcomes
Assessment criteria
Credits
Levels
Quality assurance
Recording systems
Assessment and accreditation of prior learning
Principles of APL
APL as part of a modular curriculum
Accreditation of prior certificated learning
Accreditation of prior experential learning
Direct evidence
Indirect evidence
Different types of assessment in a modular curriculum
Initial guidance
Entry decision
Learning programme
Certification
Tensions and dilemmas
APL as part of an assessment strategy
Coherence and flexibility
Summary
Further reading
Practical guidelines and background
Consideration of practical and wider issues
Chapter 5. Diagnosing Learners' Needs
Initial diagnostic assessment
Pre-programme guidance
Outcomes and activities
Using the information
Selection
Organizational requirements
Diagnostic assessment in learning programmes
Initial screening and diagnostic assessment
Assessment activities
Using the information
A vital part of learning
Outcomes and activities
Focusing on potential achievements
Formal and informal diagnosis
Learning how to learn
Communicating the criteria
Giving effective feedback
Developing and using exemplars
Using peer and self-assessment
Collaborating to reach the goal
Recording achievement
Effective diagnostic assessment
Barriers to diagnostic assessment
Discussing the criteria
Accumulating evidence
Summary
Further reading
Practical information and guidelines
Background issues
Chapter 6. Records of Achievement and Portfolios
Terminology
Records of achievement
Profiles
Portfolios
Recording
Reporting
Purposes of RoAs and portfolios
Formative assessment
Portfolios as part of the learning process
Professional development programmes
‘Making your experience count'
GNVQs and NVQs
Summative assessment
Portfolios for accreditation
Compiling and assessing a portfolio
Stages in compiling a portfolio and record of achievement
Different formats for a record of achievement
Planning assessment for RoAs and portfolios
A national record of achievement
Using and maintaining the national record of achievement
Good practice in using records of achievement
Quality assurance
Monitoring learners' achievements
Internal verification
Documentation
Teachers' records
Teachers' skills in using RoAs and portfolios
Reviewing progress
Editing a portfolio
Tensions and dilemmas
Formative and summative assessment
Creating valid and reliable assessment
Summary
Further reading
Chapter 7. Assessing Knowledge, Competence and Core Skills
Classifying learning outcomes in the vocational curriculum
Personal skills and qualities
Knowledge and theory
Understanding and cognitive skills
Social and interpersonal skills
Practical skills
Values and ethics
Core skills
Core skills in GNVQs
Assessing core skills
Different assessment methods
Competence
The impact of NVQs
Assessing competence
Knowledge and understanding
Different cognitive skills
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Assessing knowledge and understanding
Produce written material
Carrying out an assessment
Summary
Further reading
Chapter 8. Developing Professional Expertise in Assessment
Influences on teachers' assessment practice
How teachers view assessment
Compensating for the criteria
Using other criteria
Improving assessment practice
Becoming familiar with a new system
Sharing and discussing criteria
Internal verification and moderation
Current approaches to staff development
Initial teacher training
In-service programmes
In-house staff development
Crucial competencies, knowledge and understanding
Recognizing bias
Documentation
Interpersonal assessment
Tensions and dilemmas
Summary
Further reading
Chapter 9. Designing An Assessment Strategy
Benefits of an assessment strategy
A framework for developing an assessment strategy
Assessment framework
An assessment policy
Codes of practice
Developing an assessment strategy
Planning assessment
Appointing an assessment coordinator/manager
Initial audits
Different assessment activities
Documentation and support materials
How assessment takes place on vocational programmes
Disparate policies and processes
Setting targets
Resources
Responsibilities
Useful reading
Quality assurance
Principles of assessment
Records and systems
Verification and moderation
Using verification and moderation positively
Custom and practice
Internal verification and moderation
Programme monitoring and evaluation
Staff and curriculum development
Professional development
Programme planning
Managing an assessment strategy
Acknowledging the complexity of assessment
Summary
Further reading
Chapter 10. Tensions and Dilemmas in Assessment
Assessment: science or social construction?
Defining and measuring behaviours and outcomes
Constructing learning
Formative versus summative assessment
Defining the scope of assessment
Technical issues
Deciding what to assess
Creating valid and reliable assessment
Summary
Tensions
External accountability/public credibility v. assessment to enhance learning for both teachers and learners
A wide range of outcomes v. motivation for learning
Standardized assessment v. individual interpretations and constructions
Efficient use of resources v. time to use assessment positively
Further reading
Glossary and Index of Terms