Vocational Students Experiences with Assessment in Workplace Learning

Abstract

Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students' experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students`experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students' perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders.

Alternanza scuola-lavoro (work-based learning) as a resource for higher education

“…The alternanza offered by UCSC seems to correspond well with a pedagogical approach centred on the following: the central position of the individual, the integrated nature of knowledge and the cultural and educational importance of practical activity (Sandrone, 2016). Whilst the study confirms the satisfaction of the participating schools, from the perspective of ongoing improvement, a number of areas for development emerged in relation to evaluation in particular (Sandal, Smith & Wangensteen, 2014). Indeed, this survey questioned the school contact teachers for the alternanza project and, consequently, the ideas expressed reflect only one point of view.…”

Vocationalising Specialized Concepts: Appropriating Meanings Through Feedback

“…As such, a space of reasons also offers a normative context for what to expect. However, Sandal et al (2014) caution that students do not always appreciate that vocational knowledge entails the appropriation of theoretical, everyday and common-sense knowledge.…”

“…An open door or window detected during a round is an anomaly which all the 3rd graders had experienced many times during their work placement. The instructor enriches that experience with meanings beyond the personal and sensory, as well as common sense knowledge (Sandal et al 2014). Fredrik (the instructor) talks about different Bfilters^a security officer needs to employ to understand what is going on as he directs the students: BDo not always anticipate crime; change filters, it's crime protection^.…”

Role of Social Partners for Work-Based Learning: Results of Surveys

“…In Germany and Switzerland public funding is largely limited to the provision of part-time vocational education (Ryan et al, 2011). At the same time, there are special programmes for disadvantaged youth, and accommodation benefits for apprentices who live away from home, as well as to support training in the private training centres.…”