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European developments in designing and delivering outcome-oriented curricula in VET: trends and challenges preliminary results based on presentations at the 3rd International Workshop on Curriculum Innovation and Reform: "Changing Assessment to improve learning outcomes ” – April 2012.
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European developments in designing and delivering outcome-oriented curricula in VET: trends and challengespreliminary results based on presentations at the 3rd International Workshop on Curriculum Innovation and Reform: "Changing Assessmentto improve learning outcomes”– April 2012
Zoica Vlăduț, Deputy Director NCTVET
21 – 22 June 2012
General Educational ObjectivesResearch and consultationLabour market
Educational standards Assessment
Teaching and learning in IVET
IMPORTANT who elaborates each document and if it is a systematic development and updating process
NQFs andcredit transfersystems (EQF &ECVET)
Issues: employer engagement, cost, time, sustainability, conflicts of interest
Focus on summative assessment
Trend – make evaluation more independent of the learning place (EQF)
Mutual trust is the key
Study goal- comparative analysis of the assessment methodologies- how much they focus on LO, what are the strengths, weaknesses, if LO influence assessment
- via observation of the fulfillment of (small) tasks on the job and demonstrations
- via assessment of professional projects, oral presentations
The identified groups of assessors are:
Representatives of social partners
Verifiers and witnesses
Representatives of local bodies
Having a look at the actual expertise of individuals representing these groups, it has turned out that they mainly can be assigned to two groups: Teachers and people with professional work experience in the relevant field.
It could appear that a stronger representation of the
external side already delivers a guarantee for a better
orientation to the needs of professional practice, but
this is not necessarily the case: It is important not
only to consider who assesses, but how and what
she/he assesses and in which context. Thus, balance
between external and internal assessment is not a
quantitative, but a conceptual requirement.
Innovation can be observed with regard to the establishment of assessment cultures, combining elements of assessment (responsible assessors, assessment in authentic contexts etc.), including approaches developed beyond the national
context at hand as new assessment methods; balancing teachers’ assessment and external assessment, organising assessment in progressive and more flexible ways, strengthening importance of formative assessment within
broader assessment frameworks in the national context.
Evaluation does not meant to exclude students with bad results (means equity, quality, inclusion, cohesion, correctness)
Evaluation must inform curriculum
Evaluation in small steps or holistic evaluation
Role and teachers performance – they must understand the students diversity
Evaluation focusses on the possibility to use LO in new contexts
Evaluation focussed on what can be measuread - usually complex competencies cannot be evaluated
Evaluation can reduce creativity and critical analysis