Principles underpinning graded assessment in VET: a critique of prevailing perceptions
Griffin, Patrick and Gillis, Shelley (2005) Principles underpinning graded assessment in VET: a critique of prevailing perceptions. International Journal of Training Research, 3 (1). pp. 53-78. ISSN 1448-0220Full text for this resource is not available from the Research Repository.
To help achieve national consistency of assessment and reporting in the Australian Vocational Education and Training sector, there is a need to develop a set of national principles for graded performance assessment. This paper challenges a number of prevailing principles from both a theoretical and assessment perspective, namely that grades must be criterion referenced (Williams & Bateman 2003), meaningful (Rumsey 2003) and applied once competence has been achieved (Williams & Bateman 2003). This paper argues that the use of generic criteria cannot be defended in terms of their validity and reliability and that a clear understanding of the underlying developmental continuum of learning is required to inform the development of meaningful and valid criteria and descriptors of quality performance. Finally, the paper proposes a set of principles that have been grounded in theory, have been put to the test in large-scale research, and are consistent with international literature on competence assessment.
|Uncontrolled Keywords:||ResPubID18640; Australian Vocational Education, competency-based education, employees evaluation|
|Subjects:||FOR Classification > 1301 Education Systems
Faculty/School/Research Centre/Department > Work-Based Education Research Centre (WERC)
|Date Deposited:||20 Mar 2012 03:57|
|Last Modified:||20 Mar 2012 03:57|
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