Literaturnachweis - Detailanzeige
Autor/in | Richards, James |
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Titel | An Old Chestnut Revisited: Teachers' Opinions and Attitudes toward Grading within a Competency Based Training Framework |
Quelle | In: International Journal of Training Research, 12 (2014) 3, S.182-191 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1448-0220 |
DOI | 10.1080/14480220.2014.11082040 |
Schlagwörter | Foreign Countries; Teacher Attitudes; Opinions; Grading; Competency Based Education; Technical Institutes; Vocational Education; Statistical Analysis; Scoring Rubrics; Hospitality Occupations; Tourism; Questionnaires; Likert Scales; Teacher Role; Australia Ausland; Lehrerverhalten; Lehrmeinung; Notengebung; Schulnote; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Technische Fakultät; Ausbildung; Berufsbildung; Statistische Analyse; Scoring formulas; Auswertungsbogen; Gastgewerbegehilfe; Tourismus; Fragebogen; Likert-Skala; Lehrerrolle; Australien |
Abstract | The purpose of this study was to explore teachers' opinions with regard to the value and process of grading within a competency based training (CBT) framework, following the introduction of a formalised grading system at a specialist Technical and Further Education centre for hospitality and tourism training The data were gathered using a 16-item Likert-style instrument that allowed for comments. Basic descriptive statistics were used for the analysis. The results indicated that for this sample, teachers were evenly divided as to their perceived value of grading and the processes by which grading should be done. Even though teachers had undergone some training in the writing of rubrics, uncertainty and doubt still existed with regard to grading within a CBT framework. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |