Faculty of Education, School Background: There is a compelling case for strengthening the strategies for assess- of Teacher Education and Leadership, Queensland ment of competencies adopted in vocational and education training programs in University of Technology, Australia. A review of assessment in nationally recognised Vocation and Education Brisbane, QLD, Australia Training ( VET ) courses identified a number of critical issues associated with compe - tency assessment. For example, trainers were identified as having difficulties with interpretation, implementation and assessment of the competencies. Trainers are often viewed as capable of training diverse groups of learners, despite the fact that they may not possess in-depth knowledge of the competencies. Methods: These issues gave rise to trialling three assessment strategies: diagnostic, scenario and simulated assessment in a project that investigated the teaching and learning of numeracy in Vocational Education and Training ( VET ) courses with high Indigenous student enrolments. The study adopted a mixed methods design participa- tory collaborative action research and community research to develop a series of case studies. Teachers/trainers/teacher aides (N = 39) and students (N = 231) participated in the project. Nine courses and seven sites were the focus of the study. Results: The results highlighted
Empirical Research in Vocational Education and Training – Springer Journals
Published: Aug 14, 2017
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