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Standards-referenced assessment for vocation education and training in schools

Calvitto, Leanne and Griffin, Patrick and Gillis, Shelley (2007) Standards-referenced assessment for vocation education and training in schools. Australian Journal of Education, 51 (1). pp. 19-38. ISSN 0004-9441

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Abstract

This study examined a model of assessment that could be applied nationally for Year Twelve Vocational Education and Training (VET) subjects and which could yield both a differentiating score and recognition of competence. More than fifty colleges across all states and territories of Australia field-tested the approach over one school year. Results showed that the model allowed for a standards-referenced model to be used, that the approach was compatible with the diverse range of senior secondary assessment systems in use throughout Australia and that there were considerable cost benefits to be had in adopting the logic of item response modelling for the development of rubrics for scoring performances on units of competence from National Training Packages. A change in the logic of competency assessment was proposed, in that the performance indicators were not rated using a dichotomy but with a series of quality ordered criteria to indicate how well students performed specified tasks in the workplace or its simulation. The study validated the method of assessment development, demonstrated the method's consistency, and showed how the method could address the issue of consistency across states. The study also proposed a set of principles for a joint assessment of both quality and competence.

Item Type: Article
Uncontrolled Keywords: ResPubID18639, secondary school, competency, Rasch models, occupational training, vocational education, competency based education
Subjects: FOR Classification > 1301 Education Systems
Faculty/School/Research Centre/Department > Work-Based Education Research Centre (WERC)
Related URLs:
Depositing User: VUIR
Date Deposited: 30 Aug 2011 06:05
Last Modified: 30 Aug 2011 06:05
URI: http://vuir.vu.edu.au/id/eprint/3201
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