Addressing Communication Requirements in the Technical-Vocational-Livelihood Track: Authentic Assessment Tool as Guide to Communication Instruction

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Autor/in	Santos, Christopher Glenn E.
Titel	Addressing Communication Requirements in the Technical-Vocational-Livelihood Track: Authentic Assessment Tool as Guide to Communication Instruction
Quelle	(2021), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Technical Education; Vocational Education; Track System (Education); Specialization; Job Skills; Skill Development; Communication Skills; Authentic Learning; Performance Based Assessment; Competency Based Education; Speech Skills; Scoring Rubrics + Suchen Sie Ihr Suchwort? Technikunterricht; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Arbeitsteilige Spezialisierung; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Leistungsermittlung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Mündliche Leistung; Sprachfertigkeit; Scoring formulas; Auswertungsbogen
Abstract	This study aimed to come up with appropriate assessment tools parallel to the communication requirements in the Technical-Vocational-Livelihood track. This study sought to design useful tools which may help teachers and learners in achieving best results in authentic tasks. The study made use of descriptive research method for the researcher to gather information about strategies to enhance the skills of learners using authentic language assessments. This method was used to describe a situation as it exists at the time of the study and explore causes of a particular phenomenon. Purposive sampling was used in selecting the TVL students as respondents. As research instrument, the researcher developed a questionnaire whose contents were patterned after the list of target competencies set by the Department of Education for the TVL specializations. For qualitative inputs, the researcher interviewed industry partners, a competency assessor, and TVL and English teachers of Norzagaray National High School. Results showed that in the housekeeping specialization, respondents were found lacking a number of speaking competencies. The language competencies that the industry needs in prospective employees are the very same language competencies needed by the leaners as well. During the need's analysis, the competencies in the curriculum guide for Housekeeping and Food and Beverages Services were used to directly assess the skills of the TVL learners. To assess the learners' speaking skills, the researcher developed analytic rubrics. Communication teachers must always incorporate TVL-related skills in the interest of authentic instruction and assessment. The researcher deemed it highly significant to rely on the curriculum guide to ensure that materials and tools to be developed are congruent with the target competencies. In addition, instruction must cater to the needs of TVL students. Integration of real-life problems related to TVL can be adopted by communication teachers to help students enhance their TVL and communication skills. Based on findings of the study, the researcher humbly offers the following recommendations: (1) Learners in the TVL track should continuously improve their speaking skills to better serve the labor sector and receive good compensation in the future. For this, they have to communicate in English in school and outside if situations warrant; (2) Regardless of the needs spelled out in work immersion and by industry partners, TVL students should master all competencies taught by their teachers; (3) The analytic rubrics should be used to confirm their validity and reliability in the classroom setting and remedy defects if any; (4) Teachers should ascertain the fit between available instructional materials and the validated analytic rubrics for possible modification of the latter if warranted; (5) English teachers should include industry-based communication lessons to strengthen the language and work skills of learners; and (6) TVL teachers are advised to use the tools in teaching the competencies with utmost clarity and precision. As a result, students will know what is expected of them and act accordingly. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01