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Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing): Findings and Conclusions

Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing): Findings and Conclusions INAP Conference, May 2011. Interrater reliability. Day 2 a.m. Day 2 p.m. Day 3 a.m. Day 3 p.m. Day 1. Test Task. Signal system. Signal system. Drying room. Drying room. Rooflight control.

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Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing): Findings and Conclusions

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  1. Tian Ye, Felix Rauner, Lars Heinemann, Andrea Maurer KOMET (Beijing): Findings and Conclusions INAP Conference, May 2011

  2. Interrater reliability Day 2a.m. Day 2p.m. Day 3 a.m. Day 3p.m. Day 1 Test Task Signal system Signal system Drying room Drying room Rooflight control Rooflight control Pebble conditioning syst. Pebble conditioning syst.

  3. 1.The students and teachers show a remarkable interestin open, complex test tasks. This may be interpreted as a strong motivation to acquire professional competence.

  4. „How interesting was working on the test tasks?“ Not interesting at all very interesting

  5. „How concentrated did you work on the test tasks?“ not concentrated at all very concentrated

  6. 2.The test tasks’ format: open, complex, realistic test tasks does not correspond to the methods of learning and teaching at the different kinds of Chinese schools. As the test results of the German groups show, test groups having a strong experience with project-based and work-task based learning are able to get clearly better results.

  7. Weighting of the eight competence criteria by German andChinese raters clearness/ functionality sustainability/ efficiency/ orientation on social resp. ironmental resp creativity presentation use value effectiveness work and business processes Germany

  8. 3.The curriculum at school, the (implicit) curriculum at the company, the practice of learning, and the cooperation between learning venues do not form an adequate basis for the effective acquisition of professional competence. The potentials of alternating duality are not used.

  9. Distribution of competence levels: Collegestudents - Comparison between 2nd and 3rd year of training. III: Holistic Shaping Competence II: Processual Competence I: Funcional Competence Nominal Competence 2nd year (n=119) 3nd year (n=105)

  10. „The tasks that I carry out fit with my knowledge and my abilities in the respective working field." very rarely rarely sometimes often very often 2nd year (n=324) 3nd year (n=193)

  11. „The tasks that I carry out fit with my knowledge and my abilities in the respective working field.“Comparison China (2010) / Germany (2009), 2nd year very rarely rarely sometimes often very often Bejing (n=324) Germany (n=266)

  12. „I care about my company’s future.“2nd year 2009 – 3rd year 2010 Not agree rather not agree undecided rather agree agree 2nd year (2009) 3rd year (2010)

  13. „If I wanted to, I could stay in the company after finishing the vocational training“. Not agree rather not agree undecided rather agree agree 2nd year (2009) 3rd year (2010)

  14. 4.The quite strong differences in performance between the different school forms express the practice of selecting students according to general cognitive abilities. A successful inclusion into a community of practice at the company is able to compensate these differences.

  15. Percentile Bands According to Type of School Vocational College(n=341) Total (n=599) Skilled Workers‘ School(n=158)Vocational School(n=100) Total

  16. Histograms according to type of school; total scores Vocational College Vocational School Skilled Workers’ School Number of Students Total score 2009

  17. Average Competence Profiles China – Germany a) best class vocational college n=15 b) vocational colleges China, n=342 d) Craft electriciana Hessia, n=106 c) Industrial electricians Hessia, n= 288

  18. 5.(1) The students’ high motivation and willingness as well as their interest in a training related to practice, (2) committed teachers, and (3) a VET research open for innovation are good preconditions to introduce modern forms of learning and teaching, a curriculum that covers both learning venues (integrated VET curricula), and a better cooperation of learning venues. .

  19. „I am interested in the ways my work tasks fit to my profession“. a) 2nd year 2009 (n=45) Percent Not agree rather not agree undecided rather agree agree

  20. „I sometimes think about ways how to improve my work or its quality. “a)2nd year 2009 (n=47) Percent rather not agree undecided rather agree agree

  21. Zusammenhang zwischen durchschnittl. Gesamtpunktwert bei der 1. Testaufgabe und Item „Wenn Fachleute Aufgaben bearbeiten, die für die jeweilige Abteilung/Einrichtung von Bedeutung sind, kann ich mich aktiv daran beteiligen“ nach Schultyp Type of school vocational college skilled workers’ school Average total score 2009 very rarely rarely sometimes often very often

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