Assessment decision making in vocational education and training

Abstract

Assessment decision making is a highly contextual phenomenon. In this paper, we explore this topic in vocational education and training (VET). Thirty-eight teachers from five Norwegian upper secondary schools were interviewed before and after an 18-month research–practice partnership. To understand assessment decision making in VET, we draw on two bodies of knowledge: (a) research on teachers' decision making in assessment and (b) conceptualizations of teachers' professional capital. Four main findings emerged from the analysis: three assessment-related dilemmas and one professional capital-related dilemma. We then discuss how these aspects of practice affect assessment decision making and the implications for developing VET teachers' decisional capital.

A Systematic Literature Review Examining the Impact of Societal Factors on Student’s Intention to Enrol in Technical and Vocational Education and Training (TVET) Programs at the Tertiary Level

“…This point can be proved by some studies of past researchers such as (Por et al, 2024;Omar and Mohd. Desa, 2023;Gaffoor and Van der Bijl, 2019;Grundall and Mack, 2023;Agrawal and Agrawal, 2017;Sandra and Mularsih, 2021;Herminarto et al, 2022;Aarkrog et al, 2018;Fjørtoft and Morud, 2021;Omar et al, 2020;Davadas and Lay, 2017;Chan, 2019;Azeem et al, 2022;Azeem et al, 2021;Wang et al, 2023;Wohlin-Elkovsky et al, 2023;Por et al, 2024;Ayub, 2017;Amin et al, 2023;Ayanwale et al, 2023).…”