Assessment and Maintenance of Standards in Vocational Education Down Under.

Autor/in	Navaratnam, K. K.
Titel	Assessment and Maintenance of Standards in Vocational Education Down Under.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); Certification; Competence; Educational Assessment; Educational Improvement; Educational Needs; Foreign Countries; Job Skills; Job Training; Postsecondary Education; Program Evaluation; Standards; Student Evaluation; Technical Education; Vocational Education + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Abschlusszeugnis; Zertifizierung; Kompetenz; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Ausland; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Standard; Schulnote; Studentische Bewertung; Technikunterricht; Ausbildung; Berufsbildung
Abstract	A study examined assessment of students in the Technical and Further Education (TAFE) systems in Australia with reference to moderation processes and the maintenance of standards. Data were obtained through a multiple case-study technique, using visits to six of the eight major TAFE systems; focus group interviews were held with selected stakeholders in the system. The study found that the six systems use different policies and procedures in the assessment of students. Both internal and external assessment is conducted, and there is no clear systematic effort by TAFE authorities for moderation and maintenance of standards in the training programs. The study revealed that current practices need to be revised because of the following: (1) the development of a major role in assessing and certifying the attainment of job skills along with the associated legal/industrial relations implications; (2) the formalization of articulation arrangements with higher education institutions; (3) the progress toward a national approach to the determination of training standards and certification requirements; (4) the assessment of competencies acquired rather than time spent on training as a basis for certification; (5) the balance between core competencies developed nationally and training designed to meet individual company requirements; and (6) the recognition and assessment of prior learning. The study recommended systematic moderation processes and maintenance of standards through policy action, professional development, networking, and support services to TAFE colleges. (18 references) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC