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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/1237 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/1237 http://eprints.org/relation/ismediumThumbnailVersionOf https://vuir.vu.edu.au/id/document/1237 113023 2 2557876 document 113023 small.jpg image/png 07181fe8a659b1fee3b20f99935c5ea2 MD5 1794 2023-12-17 13:22:13 https://vuir.vu.edu.au/1834/6/small.jpg 1834 6 6 image/png other Thumbnails conversion from text to thumbnail_small en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/1237 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/1237 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/1237 archive 292 disk0/00/00/18/34 2008-12-19 03:39:35 2021-08-27 07:42:15 2008-12-19 03:39:35 monograph show Clayton Berwyn Clayton, Berwyn Hyde Patricia Booth Robin pub 330000 tafefurthered vocational education and training (VET), assessment methods, flexible and online delivery, student assessment, vocational education and training programs, Australia This report highlights the diversity of assessment methods used in flexible delivery modes of teaching across Australia's vocational education and training (VET)sector. While assessment practice is underpinned by training package and course curriculum requirements, other factors influence the methods teachers and assessors choose. These include the availability of qualified workplace assessors, the proximity of students to teachers or assessors, the need to ensure students' work is their own, and the involvement of learners and workplaces in the assessment process. This suggests challenges and opportunities exist for teachers in a competency-based training and assessment system. 2004-04 published National Centre for Vocational Education Research NCVER http://www.ncver.edu.au/publications/1268.html public project_report Adelaide, South Australia 117 Includes bibliographical references: pp. 99-100 FALSE