Assessment In Practice: An inspiration from apprenticeship

Pedersen, Lene Tanggaard; Elmholdt, Claus Westergård

doi:10.1080/00313830701786719

Cited by 21 publications

(11 citation statements)

References 18 publications

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“…The prevalence of feedback upon completion of work and solely regarding the pace and quality levels has also been reported by industrial apprentices in earlier research (Brooker & Butler, 1997). In an interview study of apprentices in the Danish model of dual education, Tanggaard and Elmholdt (2008) point to students' view of feedback as harsh, particularly from more experienced workers, contributing to a preservation of social hierarchies between journeymen and managers in a workplace.…”

Section: Studies On Student Perception Of Feedbackmentioning

confidence: 59%

“…Feedback in VET can come from multiple sources, e.g., monitoring equipment and technology, inspection of products and exchanges with customers (Bakkevig Dagsland et al, 2015;Berner, 2009;Brooker & Butler, 1997;Reegård, 2015;Tanggaard & Elmholdt, 2008). Since feedback in workplaces or school workshops originates from the need to adhere to and uphold certain levels of quality and speed, verbal feedback is often clear-cut and straightforward "telling".…”

Section: Studies Of Modes Of Feedbackmentioning

confidence: 99%

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Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

Johansson

2020

Journal of Vocational Education & Training

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Section: Studies On Student Perception Of Feedbackmentioning

confidence: 59%

Section: Studies Of Modes Of Feedbackmentioning

confidence: 99%

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

Johansson

2020

Journal of Vocational Education & Training

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“…Denna typ av informella bedömningar (Berglund, 2015;Berglund & Lindberg, 2012) betraktas inte som relevanta i det formella bedömningsuppdraget, men framstår som ofrånkomliga i samverkan med arbetsplatserna 4 . Arbetsplatsernas uppfattningar om hur elever ska uppträda kan vara avgörande för elevers tillträde och möjligheter till arbetsplatsförlagt lärande (Berglund m.fl., 2014) och för elevers möjligheter att utveckla yrkeskunnande på arbetsplatserna (Tanggaard, 2007;Tanggaard & Elmholdt, 2008). Formella och informella bedömningar kan betraktas som två parallella och delvis överlappande bedömningspraktiker som möts i yrkesutbildningen.…”

Section: Bakgrundunclassified

Yrkeslärares bedömningar i gränslandet mellan skola och arbetsliv: Utifrån studier av svensk gymnasial lärlingsutbildning

Berglund

2020

NJVET

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Based on their dual professional identities, both as a professional and as a teacher, the VET teachers are well familiar with the working conditions in their vocational field and can therefore integrate these conditions into their teaching so that the students also can comprehend the prevailing working conditions. VET-teachers can thus be regarded as border workers between school and working life. In Swedish upper secondary vocational education, the VET teachers are responsible for following up, assessing and grading students' vocational knowledge regardless of whether the education is carried out at a workplace or at school. Assessing and grading students' knowledge in vocational subjects is the formal assessment assignment of VET teachers. In parallel VET teachers also make informal assessments based on their knowing of the conditions of work and workplaces that vary between different vocations and workplaces. The article highlights how VET teachers border work is manifested in assessment actions in the case of students' transitions between school and workplaces based on studies of the Swedish upper secondary apprenticeship education.

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“…I et tidligere arbejde baseret på undersøgelser af evalueringspraksis på erhvervsuddannelserne konkluderede vi, med afsaet i undersøgelser af praktikken på erhvervsuddannelserne, at en vaesentlig del af evalueringskulturen i et arbejdende praksisfaellesskab i praktikken er konsekvensevaluering, som på den ene side virker effektivt i forhold til at undgå fejl, men hvis tone dog også kan vaere unødig hård. Svendeprøven som er en overvejende summativ evaluering er den mest tydelige og institutionaliserede form for praksisevaluering (Tanggaard & Elmholdt, 2008). De formative typer af evaluering, som led i den almindelige produktionsproces, er modsat ikke udskilt som en opgave i sig selv, men regulerer laerlingens deltagelse i de forskellige praksisfaellesskaber på virksomheden.…”

Section: Evaluering I Praksis Med Afsaet I 5a-modellenunclassified

De fem A’er: En evalueringsmodel for læreprocesser på erhvervsuddannelserne

Tanggaard

2020

NJVET

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This article develops the contours of a new Five A-model for assessment practices in vocational education. The model develops a combination of the Five A-model taken from creativity research with empirical studies of vocational education. The rationale is to create a basis for description, analysis and development of assessment in vocational education. The Five A-model presents a heuristic method used to describe and reflect on basic assessment practices in vocational education studying the simultaneously related and dynamically interacting role of respectively actors, action, audiences, artefacts and affordances for assessment. On this basis, the article asks not only how research on assessment developed vital distinctions between summative and formative assessment, but also how the idea of formative assessment can be a vehicle to further development of artefacts supporting boundary crossing between schools and learning in the workplace, and furthermore, how apprentices can take responsibility for their own assessment actions. Assessment practices are never neutral, but they contribute in themselves to the valorisation of particular practices, which is why researchers and practitioners in the field must continuously ask critical questions related to the consequences of assessment.

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Assessment In Practice: An inspiration from apprenticeship

Cited by 21 publications

References 18 publications

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback

Yrkeslärares bedömningar i gränslandet mellan skola och arbetsliv: Utifrån studier av svensk gymnasial lärlingsutbildning

De fem A’er: En evalueringsmodel for læreprocesser på erhvervsuddannelserne

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