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This paper illustrates two application of generalizability theory to evaluate construct-measurements of self-concept. The author emphasises two functions attributed to facets of indicators of the construct - the construct-representing function which points to the importance of representing the construct by its indicators in the domain of measurement, and the inferential function which pertains to their importance for estimating error variance associated with inferring or estimating the universe score. The representing function relates to issues of validity, while the inferential function relates to issues of reliability. He reports that illustrations were based on a sample of 2,114 twelfth grade students enrolled in vocational-technical high school programs provided by the NELS.88 data source (National Education Longitudinal Study: 1988-94, 1996).

Note: This research was supported by a grant from the Norwegian Research Council and carried out while the author was affiliated with the Department of Educational Psychology, University of Georgia in 1997. Show less

This issue of ‘Centerfocus’ focuses on the need for schools to develop ways of translating students’ academic achievement into a measure of their workplace readiness and, ultimately, their ability to succeed in their chosen career. The author argues that the generic and specific skills and knowledge required in workplaces must be integrated with ongoing assessment practices in schools. In this way, students can be given specific feedback on how well they are prepared for the workplace. The paper looks at how schools can identify methods of assessing workplace readiness, both generally and for specific occupations, referring to some national taxonomies that identify generic workplace readiness skills and knowledge. Types of assessment are then outlined, such as selected and constructed responses tests, performance-based assessments, and portfolios, with a final comment on the importance of matching assessments with purposes. Show less

Lifelong Learning in Europe (LLinE) is a European journal which aims to offer adult education providers and researchers a forum for exchanging ideas and experiences. This issue of LLinE focuses on looking towards the future of lifelong learning. The articles are: Assessment fever / Kauko Hamalainen; Assessment before development / Harm Tillema; From romanticism to practice in learning / P. Robert-Jan Simons; Learning community - wishful or practical thinking / Norman Longworth; Approaching a future of learning society / Ylva Johansson; From skills to competence in industry / Per-Olof Thang; Transferring culture - threat or opportunity / Eeva Siirala; Lifelong learning: a reality for adults in the north of Europe / Christos Papanicolaou; 'I have taken liberties, above all the liberty to think my own thoughts' / Isabelle Lacalmette; A German in Sweden / Johann Theesen; A community of practice - VET professionals networking / Graham Attwell. Show less

This report aims at bringing together European experience on the interpretation and implementation of standard ISO 9000 in education and training environments. Another aim of the document is to serve as an introductory guide for education or training establishments or institutions who might be considering certification. The focus of the study is on: the correct interpretation of the ISO 9000 standards specification for education and training providers; the experience gained with implementing such a quality assurance system; and the first results regarding added value, potential benefits and drawbacks. Show less

This collection of papers was presented at the National Academy of Sciences/National Research Council, Board on Testing and Assessment conference, ‘Transitions in work and learning: implications for assessment’, held at the National Academy of Sciences, Washington, D.C. on March 22-23, 1996. The papers consider the role of assessment in facilitating improved labour market transitions and lifelong learning of workers in the US. The following issues are explored: the apparent mismatch between skill requirements of high-performance workplaces and skills acquired by students in school; the validity of existing assessment technologies to determine skills and competencies of individuals entering various occupations; ethical and legal issues in the implementation of new testing and certification programs; the role of assessment in determining skill needs; developing continuing education and training; and providing information to employers, prospective workers, and schools. Part one, ‘The knowledge gap: rhetoric and evidence’, contains the following papers: Is there a gap between employer skill needs and the skills of the work force? / Harry J. Holzer (p. 6-33); Skills and the economy: an employer context for understanding the school-to-work transition / Robert Zemsky (p. 34-61). Part two, ‘What is work?: rhetoric and ethnographic evidence’, contains the following papers: Should social skills be in the vocational curriculum?: evidence from the automotive repair field / Bonalyn Nelsen (p. 62-88); Manufacturing the new worker: literate activities and working identities in a high-performance versus a traditionally organized workplace / Glynda Hull (p. 89-135). Part three, ‘Assessing assessment: what we know how to measure, what we need to know’, contains the following papers: Twenty-first century measures for twenty-first century work / Kenneth Pearlman (p. 136-179); Postmodern test theory / Robert J. Mislevy (p. 180-199). Part four, ‘Caution flags’, contains the following papers: Legal restrictions on assessments / Dennis Parker (p. 200-214); Assessment without adverse impact / Neal Schmitt (p. 215-234). Part five, ‘Visions of the school-to-work transition’, contains the following papers: What policy makers and experts see (and do not see) in school-to-work transitions / Larry Cuban (p. 235-248); Getting to work: thoughts on the function and form of the school-to-work transition / Lauren B. Resnick (p. 249-263); Transitions in work and learning / Alan Lesgold (p. 264-280). Show less

This is a collection of articles on issues associated with the assessment of students in a vocational education and training environment. The authors are all teachers at the Canberra Institute of Technology who have undertaken small research projects on assessment. In each of the fifteen papers in this volume, teachers identify their particular assessment focus and relate how they have worked through the processes to present improved and/or innovative strategies for assessing student performance.

Titles in this publication are: Competency based assessment in Design Studies: some reflections; Implementation of external assessment panels for graded competency based assessment; Making the grade; Retesting in four competency based courses in the Canberra Institute of Technology; Managing reassessment: a centre approach; Texts and tasks: investigating reading comprehension skills in ESL; How do you know if they've understood: the assessment of problems experienced by teachers of NESB students in a mainstream program; Assessment strategies when you have NESB students in your class; The language of assessment: an investigation into the linguistic appropriateness of assessment tools used in a range of modules in CIT in 1994; Assessment policy and practices in the Child Care Department; Fairness in assessment: quality information for students; Integrating communication modules in a computing course; Assessment of the teamwork skills of learners; Enhancing assessment approaches for flexible delivery; Recognition of prior learning as assessment practice.

Papers are also listed individually in this database from TD/ACT 42.41 to TD/ACT 42.46, and from TD/ACT 48.04 to TD/ACT 48.11 and at TD/ACT 43.01. Show less

The author rebuts Peter Thomson’s article ‘Training colleges fail the workplace test’ (TD/TNC 47.41), which raised concerns about differences in standards between on- and off-the-job training providers. Southey contends that training establishments have both the capability and the obligation of providing effective, competency-based assessment. An example of sound practice is The Hospitality Training Company Australia’s (THTCA) network of experiential restaurants known as Ghekkos. Favourable comparisons are made between:

the training and competency standard assessment procedures of these restaurants and industry situations;

outcomes of Ghekko-trained students and students trained in other venues.

Southey states that the continuing challenge is to develop industry-appropriate assessment methods in training establishments. Show less

This paper examines the changes made to the curriculum as a result of the reform of the structure of and the diplomas awarded in the Finnish vocational education system in 1995. By examining the different fields of study and the most common diplomas awarded, a body of data was collected with the aim of charting the views held by principals, teachers and students. The study aims to assess how well the reformed curricula worked out but it must be noted that this evaluation is based on only one years experience of the curriculum reform. Show less

The main theme of this chapter is that while we are beginning to understand the impact of assessment on student achievement, we have yet to reach the level of understanding which will allow us to manage that relationship in order to maximise student achievement. The author argues that assessment and achievement are intertwined and he makes two key points about assessment: (1) that 'unintended outcome effect' exists within the education and training systems, and (2) that assessment is never value-neutral. The author states that a switch to a new assessment regime to secure a specific change often leads to a wide range of unintended effects. He uses the changes to the 14+ assessment to examine this effect and clarify the impact on the education and training system and on student achievement, of particular approaches to assessment. He also stresses that assessment is never value-neutral and that values particularly are expressed through a desire to assess some things rather than others, and increasingly, in assumptions that standards are only maintained by certain forms of assessment.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

The need to develop and deliver appropriate competency based training programs for Aboriginal and Torres Strait Islander peoples in rural communities is considerable. Such rural training programs must meet the development needs of the individuals and their communities and should articulate into further relevant courses. The successful development and delivery of vocational education and training programs must include: (1) extensive and detailed community consultation in the development of appropriate curricula, training methodologies, learning materials and course scheduling; (2) appropriate assessment of learning outcomes; (3) addressing the training and development needs of the community, particularly women; (4) recognising prior learning of course participants and ensuring courses articulate into other mainstream courses; (5) flexibility and consultation in determining the nominal length of the traineeship; (6) integrating numeracy and literacy into the curriculum and ensuring the appropriateness of the language of course documents and support materials; and (7) measures to ensure that training staff have empathy with Australia's indigenous peoples and are sensitive to the needs of participants and their communities.

Published abstract. Show less