Vocational teachers` professional development in assessment for learning

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Vocational Education and Training Pub Date : 2021-06-02 DOI:10.1080/13636820.2021.1934721

Ann Karin Sandal

引用次数: 10

Abstract

ABSTRACT Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled Assessment for learning in vocational education (15 credits) might contribute to vocational teachers’ professional development related to assessment for learning. Qualitative data was collected in two stages from vocational teachers participating on the course. The findings reveal that perceptions of assessment for learning and vocational formative assessment practice are developed through the lens of the general study programmes and are dominated by academic subjects in upper secondary schools. However, assessment for learning is embedded in vocational learning and teaching and needs to be voiced in the educational discourse in schools related to formative assessment. Vocational teachers’ professional development in assessment for learning should be based on the characteristics and attributes of vocational learning.

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职业教师在学习评价中的专业发展

自2006年以来，形成性评估，包括职业教育和培训(VET)，已被纳入挪威的评估条例。本研究旨在探讨一门名为“职业教育学习评估”的继续教育课程(15学分)如何促进职业教师在学习评估方面的专业发展。本研究分两个阶段收集了参与课程的职业教师的定性数据。研究结果表明，对学习评估和职业形成性评估实践的看法是通过一般学习计划的视角发展起来的，并由高中的学术科目主导。然而，学习评价植根于职业学习和教学，需要在与形成性评价相关的学校教育话语中加以表达。职业教师在学习评价中的专业发展应立足于职业学习的特点和属性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Vocational Education and Training EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

15.80%

发文量

期刊介绍： The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration. From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.