Literaturnachweis - Detailanzeige
| Autor/inn/en | Thomson, Peter; und weitere |
|---|---|
| Institution | National Centre for Vocational Education Research, Leabrook (Australia). |
| Titel | The Grade Debate. Should We Grade Competency-Based Assessment? |
| Quelle | (1996), (61 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-86397-367-1 |
| Schlagwörter | Competency Based Education; Employer Attitudes; Foreign Countries; Grading; Postsecondary Education; Student Evaluation; Vocational Education |
| Abstract | The extent of and attitudes toward competency-based assessment in Australia's technical and further education (TAFE) sector were examined in a five-phase study that included the following activities: preliminary literature review and structured interviews with individuals/groups selected for their expertise in training in public and private organizations and workplaces; case studies of grading competency-based assessments in the Australian defense organization, the accounting industry, the tourism/hospitality industry, a science laboratory technician course, and the electrical industry; and invitational seminar of assessment experts and policymakers from all sectors. The subject of this report is the practice of "grading" or assessing and reporting levels of performance in competency-based vocational education and training. The report examines the validity of the current practices and provides input to inform future policy formation at both the national and state levels. Competency-based training (CBT) was being graded in all Australia's states and territories, albeit to widely varying extents. Within the TAFE sector, support for graded assessment was active, and policies and organizational support to facilitate development and implementation of competency-based assessment were in place. Many private training providers were also enthusiastic about grading in CBT. Although employers generally wanted off-the-job training providers to supply them with grades, they did not necessarily want grading in their own workplaces. A flexible system of competency-based assessment and coordination of grading policies/practices at the national level were advocated. (The bibliography lists 42 references. Appendixes constituting approximately 40% of this document contain the case studies, interview schedule, and lists of informants and acronyms.) (MN) |
| Anmerkungen | National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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