A Review and Analysis of Assessment Objectives of Academic and Vocational Qualifications in English Further Education, with Particular Reference to Creativity

Autor/in	Ogunleye, James
Titel	A Review and Analysis of Assessment Objectives of Academic and Vocational Qualifications in English Further Education, with Particular Reference to Creativity
Quelle	In: Journal of Education and Work, 19 (2006) 1, S.95-104 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
Schlagwörter	Postsecondary Education; Evaluation Criteria; Creativity; Academic Education; Vocational Education; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Kreativität; Akademische Bildung; Ausbildung; Berufsbildung; Ausland
Abstract	Thirty-six per cent of 18-19-year-old sixth-form and further education college leavers in the UK currently go on to university. A majority of the remaining 64 percent apparently go into work or work-related training. Yet, for this latter group, as with the former, 16-19 education was supposed by the Department for Education and Employment to equip them with the skills applicable in the workplace, where a students ability to apply skills and knowledge in a variety of contexts--i.e. creativity--is as important as having a qualification. Creative skills, according to the Construction Industry Training Board, are key requisite skills in the workplace and also key to job and business success. This paper examines the extent to which assessment objectives in the 16-19 education curriculum in England require students to demonstrate creative skills in their work, be it class assessment or external examinations. It finds that all but two subject specifications and syllabuses (in one discipline) explicitly state creativity as an assessment objective, although a few other subject specifications (in other disciplines) required candidates to demonstrate some creative skills in their work. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10