Principles Underpinning Graded Assessment in VET: A Critique of Prevailing Perceptions

Autor/inn/en	Gillis, Shelley; Griffin, Patrick
Titel	Principles Underpinning Graded Assessment in VET: A Critique of Prevailing Perceptions
Quelle	In: International Journal of Training Research, 3 (2005) 1, S.53-78 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Performance Based Assessment; Vocational Education; Student Evaluation; Foreign Countries; Evaluation Methods; Grades (Scholastic); Criterion Referenced Tests; Competence; Validity; Reliability; Grounded Theory; Australia + Suchen Sie Ihr Suchwort? Leistungsermittlung; Ausbildung; Berufsbildung; Schulnote; Studentische Bewertung; Ausland; Notenspiegel; Kompetenz; Gültigkeit; Reliabilität; Australien
Abstract	To help achieve national consistency of assessment and reporting in the Australian Vocational Education and Training sector, there is a need to develop a set of national principles for graded performance assessment. This paper challenges a number of prevailing principles from both a theoretical and assessment perspective, namely that grades must be criterion referenced (Williams & Bateman 2003), meaningful (Rumsey 2003) and applied once competence has been achieved (Williams & Bateman 2003). This paper argues that the use of generic criteria cannot be defended in terms of their validity and reliability and that a clear understanding of the underlying developmental continuum of learning is required to inform the development of meaningful and valid criteria and descriptors of quality performance. Finally, the paper proposes a set of principles that have been grounded in theory, have been put to the test in large-scale research, and are consistent with international literature on competence assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10