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The competencies of graphic design graduates are always a concern for design educators and industry professionals. However, limited evidence has been offered by past studies on the existence of a set of competency standards for new entrants to graphic design profession. Also, there seems to exist a very few studies on the tool used to measure the graduates' competency levels that can be found from the literature review. This paper intends to describe a conceptual framework used to develop a model and instrument for competency assessment of graphic design graduates in the context of Malaysia. The conceptual framework described in this paper will include the factors that constantly affect the competencies (knowledge, skills, personal traits, self-concept, and motives) of graphic design graduates.

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The transition from a post-industrial society to a knowledge-based economy is driving the integration of vocational education and training (VET) and human resource development (HRD), resulting in new systems for lifelong learning. In the perspective of lifelong learning, VET and HRD are no longer separate systems but part of a common developmental approach. This approach supports people in developing their employability and transferability and acknowledges that learning may take place anywhere and can take different forms. The challenge is to develop systems, models and learning arrangements in which VET and HRD are seen as parts of a common frame for lifelong learning. This volume presents perspectives on the policies, dynamics and effects of VET and HRD systems. The introductory chapter is: Emerging research approaches in the European VET and HRD arena / Loek F. M. Nieuwenhuis & Wim J. Nijhof. Section one, 'Analysing systems', contains the following chapters: The VET system between private demands and public interests: the Dutch challenge / Wim J. Nijhof; 101 initiatives but no strategy: policy on lifelong learning in England / Frank Coffield; The learning-oriented company and policy perspectives for VET and HRD / Lorenz Lassnigg; Continuity and change in pathways from education to work / David Raffe. Section two, 'Organising learning processes', contains the following chapters: Competencies in a post-industrial society: the imperative of bringing professions back in by integrating work and learning / Ben Hovels and Paul den Boer; Action-taking orientation of vocational education and training in Germany: a dynamic concept or rhetoric? / Gerald A. Straka; Work-related learning: elaborate, expand and externalise / P. Robert-Jan Simons & Manon C. P. Ruijters; Some hints on the success or failure of self-directed learning at the workplace / Frank Achtenhagen; Innovation and learning in small companies / Loek F. M. Nieuwenhuis. Section three, 'Assessment of output', contains the following chapters: Authentic assessment in vocational examinations: approaches within the German dual system / Klaus Breuer; Assessing institutional effects of colleges: the labour market success of their graduates / Roel J. Bosker, Rolf van der Velden and Peet van de Loo; Vocational education from an economic point of view / Hans Heijke.

Individual chapters are indexed from TD/TNC 71.215 to TD/TNC 71.226. Show less

The purpose of the project was to develop ways of formulating examination exercises which shed light on various aspects of competence to perform occupational activities. The first part of the project, which sought to establish how far this can be achieved by programmed exercises, is now complete. The approach was to be so general that its applicability was limited neither to certain subject matter nor to specific forms of examinations and exercises. Show less

There is common agreement that computer programmers differ qualitatively in their abilities. Employers seek to know not only what programmers can do, but also how well they can do it. Yet National Qualifications Framework Unit Standards for programming do not currently provide for a qualitative evaluation of performance.

This paper explores both the feasibility and the desirability of awarding a merit grade in the assessment of competency-based unit standards for programming. It investigates problems in distinguishing levels of performance with an acceptable degree of validity and reliability. A means of assessing meritorious performance in programming is proposed, and its applicability to the wider field of computing and information technology is considered. Show less

This article is an attempt to tease out what is so often termed learning through participation. Drawing on the analysis undertaken by the Learning Outcomes Thematic Group, the use of the participation metaphor in [Teaching and Learning Research Programme] TLRP projects is discussed. The conclusion arrived at is that its use appears mainly to focus on behaviour and engagement in practices. After looking at the cognitive potential to be found in both cultural psychology and in the work that has its origins in interactionism and developmental psychology, the article cautions against simply seeing participation as another way of looking at behaviour and how it is shaped by context. It calls for a recognition of the cognitive elements in socio-cultural and activity theory frameworks and their capacity to explain how we learn new practices. It argues that a focus on coming to know or sense making requires a discursive shift that allows a rethinking of what is meant by acquisition. The implications of these frameworks for assessment are also touched upon.

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With the pressing need for accountability in higher education, standardized outcomes assessments have been widely used to evaluate learning and inform policy. However, the critical question on how scores are influenced by students’ motivation has been insufficiently addressed. Using random assignment, we administered a multiple-choice test and an essay across three motivational conditions. Students’ self-report motivation was also collected. Motivation significantly predicted test scores. A substantial performance gap emerged between students in different motivational conditions (effect size as large as .68). Depending on the test format and condition, conclusions about college learning gain (i.e., value added) varied dramatically from substantial gain (d = 0.72) to negative gain (d = -0.23). The findings have significant implications for higher education stakeholders at many levels.

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This inquiry was established on 7 August 2023 to inquire into and report on the pressures on heavy vehicle drivers and the impact of these pressures on driver practice and observance of regulatory obligations in New South Wales (NSW). The terms of reference include: (a) the characteristics of the heavy vehicle industry that shape driver practice; (b) the current and future extent, nature and impact of pressures on driver practice and observance of regulatory obligations by heavy vehicle drivers; (c) the impact, effectiveness and enforcement of current mechanisms to address current and future pressures and their impacts on heavy vehicle drivers; (d) the capability for new and emerging technologies to assist in reducing pressures for heavy vehicle drivers and effect driver practice and observance of regulatory obligations, such as through training, implementing safety measures and fatigue management; and (e) any other matters.

The findings are: (1) That inadequate basic training of drivers in the measurement of height and load of heavy vehicles and how to secure loads is contributing to over-height vehicle incidents; and (2) That, in considering all the evidence, there is a need for increased regulation of Registered Training Organisations (RTOs) and standardised testing and assessment of new heavy vehicle drivers to ensure greater consistency of training standards and quality among providers. This report recommends that the NSW Government endorse the introduction of competency-based driver training programs for new heavy vehicle drivers and ensure drivers issued with a heavy vehicle licence have the skill sets and experience needed to drive, and manage, a heavy vehicle. The committee also recommends that the NSW Government work with transport and freight industry stakeholders to design, develop and implement a cadetship, or apprenticeship, pathway program that allows, or encourages, people to access the workforce as a heavy vehicle driver. The NSW Government response was tabled 16 May 2024.

Edited excerpts from publication and publisher's website. Show less

Multiple measures assessment (MMA) has gained considerable momentum over the past decade as an alternative to traditional test-based procedures for placing incoming students into developmental or college-level coursework in math and English at broad-access colleges. Compared to standardized tests, which measure student performance at a single point in time, MMA (which often emphasizes high school [grade point average] GPA as a measure) provides a more holistic picture of students' academic preparation. Despite positive impacts on student outcomes that have been found by recent research on MMA, questions remain about whether the positive effects of MMA are sustained over time. This study - a follow-up to prior research using the same sample of students - employs a randomized controlled trial to investigate whether algorithmic MMA placement used at seven State University of New York (SUNY) community colleges led to better student outcomes, for up to four and a half years after randomization, than a system based on test scores alone.

Nearly 13,000 incoming students who arrived at the seven colleges in fall 2016, spring 2017, and fall 2017 took placement tests and were randomly assigned to be placed using either the status quo method (business-as-usual group) or the alternative, algorithmic MMA method (program group). Using this sample, we estimate the overall treatment effects on placement into, enrollment in, and completion of college-level math and English as well as effects on other outcomes. We conduct similar analyses on race/ethnicity, Pell recipient status, and gender subgroups. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down (i.e., their placement changed from a college-level course placement to a developmental course placement) by the MMA algorithm, and we perform a cost-effectiveness analysis.

We find that the MMA method used at the colleges improved access to and success in college-level courses and that lower cut scores in English rather than math are associated with larger and longer lasting impacts on completion of college-level coursework. While MMA improved outcomes among student subgroups, it had little to no impact on gaps in outcomes between subgroups. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. In the discussion of the study's results, we make recommendations for adopting MMA at colleges. Implemented together with other initiatives to support students, MMA can be a first step on the path to success for incoming students.

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The Assessing and Assuring Graduate Learning Outcomes (AAGLO) project sought to contribute to the Federal government's plans to transform higher education in Australia through the redesign of quality assurance arrangements. The AAGLO project brought together key perspectives in Australia and internationally around the shared need for assessment of student learning in universities to deliver convincing evidence to relevant stakeholder groups of achievement of stated learning outcomes for graduates. The project addressed two central questions: What types of assessment tasks are most likely to provide convincing evidence of student achievement of or progress towards graduate learning outcomes? What processes best assure the quality of assessment of graduate learning outcomes [GLOs]?

The AAGLO project identified the assessment tasks in a range of disciplines that academics proposed generate convincing evidence of achievement of graduate learning outcomes. In addition to the resources to support engagement in the assessment and assurance of learning standards a series of key recommendations was proposed for ongoing work in this area. While a viable approach will require multiple components, this project has underlined the central role of academic-led, discipline based assessment in the assurance of GLOs.

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This evidence review report was commissioned on behalf of all education ministers to synthesise what is known about effective remote learning. It takes stock of lessons learned through the [Coronavirus Disease 2019] COVID-19 period, as well as those gained from earlier, pre-pandemic experiences. The review was administered by the Australian Education Research Organisation (AERO) and conducted by the Centre for International Research on Education Systems (CIRES) at Victoria University.

The review found that there were a range of strategies in use during the COVID-19 pandemic. The effectiveness of these in supporting student outcomes in remote learning is unclear, with some research suggesting that student outcomes have declined. Of particular importance, the review found the current evidence base on remote and online teaching practices is too immature for detailed guidance for teachers to be confidently developed, or for systems to put in place broader supports (for example, for parents and carers). Further research will enable systems to more confidently plan in the event of future crises and support improved remote and online delivery in conventional use.

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