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Objective: In the past decade, several authors have advocated that formative assessment programmes have an impact on teachers' knowledge. Consequently, various requirements have been proposed in the literature for the design of these programmes. Only few studies, however, have focused on a direct comparison between programmes with respect to differences observed in their effect on teachers' knowledge. Therefore in this study we explored the impact of three formative assessment programmes on teachers' knowledge about supporting students' reflection. Methods: Our study was carried out in the domain of vocational nursing education. Teachers were assigned to an expertise-based assessment programme, a self-assessment combined with collegial feedback programme, or a negotiated assessment programme. We scored the verbal transcriptions of teachers' responses to video vignette interviews in order to measure their knowledge in a pre- and post-test. Multilevel regression analyses were performed to investigate differences in teachers' knowledge between the three programmes on the post-test; potential moderating effects of pre-test scores, contextual and individual factors were controlled for.

Findings: The knowledge of teachers participating in the expertise-based assessment programme was significantly higher than that of teachers participating in the self-assessment combined with collegial feedback programme. Furthermore, the findings indicate that for professional learning, not only the approach to formative assessment is an important variable, but also the extent to which (a) teachers are intrinsically motivated and (b) they experience a high degree of collegiality at their school.

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This paper seeks to advance research and practice related to the role of employers in all stages of the assessment process of work-based learning (WBL) within a tripartite relationship of higher education institution (HEI), student and employer. It proposes a research-informed quality enhancement framework to develop good practice in engaging employers as partners in assessment. The Enhancement Framework comprises three dimensions, each of which includes elements and questions generated by the experiences of WBL students, HEI staff and employers. The three dimensions of the Enhancement Framework are: (1) ‘premises of assessment’, encompassing issues of learning, inclusion, standards and value; (2) ‘practice’, encompassing stages of assessment made up of course design, assessment task, responsibilities, support, grading and feedback; and (3) ‘communication of assessment’, with the emphasis on role clarity, language and pathways. With its prompt questions the Enhancement Framework may be used as a capacity-building tool for promoting, sustaining, benchmarking and evaluating productive dialogue and critical reflection about assessment between WBL partners. The paper concludes by emphasising the need for professional development as well as policy and research development, so that assessment in WBL can more closely correspond to the potentially transformative nature of the learning experience.

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Essay-based examinations form a cornerstone of the public assessment system in the UK, but comparatively little research has been conducted into the processes involved in designing, answering and appraising essay-based questions/responses. This study explores the idea of examination validity through a qualitative review of these processes, based on materials sourced from the June 2002 [Oxford Cambridge and RSA Examinations] OCR Politics AS/A2 module 2596 (Politics of the UK). Through a detailed analysis of question papers and candidate scripts (informed by mark schemes, curricula and examiner reports), a model of current processes is advanced. Issues related to question design are highlighted, and a methodology for future quality assurance in essay-based examinations is derived from philosophical considerations such as 'fairness' and 'validity'. This paper resulted from research conducted as part of the University of Cambridge Local Examinations Syndicate's ongoing work to develop a system of procedural guidelines and example questions to facilitate robust question design.

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Recent developments in OER and MOOCs (open educational resources and massive open online courses) have raised questions as to how learners engaging with these courses and components might be assessed or credentialed. This descriptive and exploratory paper examines PLAR (prior learning assessment and recognition) as a possible answer to these questions. It highlights three possible connections between PLAR and open education which hold the greatest promise for credentialing open learning experiences: (1) PLAR may be used to assess and credential open educational activities through the use of exam banks such as CLEP (College Level Examination Program); (2) learning occurring in MOOCs (MOOCs based on already credentialed courses) and in other open contexts resembling 'courses' may be assessed in PLAR through course-based portfolios; and (3) PLAR may also be enabled through the specification of 'gap learning' facilitated through OER of many different kinds. After describing these options, the paper concludes that although the connections leading from open educational contexts to PLAR credentialing are currently disparate and ad hoc, they may become more widespread and also more readily recognised in the PLAR and OER communities.

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The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller and Newton, 2002; Castle and Attwood, 2001; Cleary et al., 2002). It can accredit skills and knowledges that have evolved from diverse, informal learning experiences and cultural locations and is thought to be 'a powerful tool for bringing people into the learning system' who have otherwise become disengaged (Hargreaves, 2006:2). Many strategies have been identified to increase access to RPL in Australia, including targeted promotion, reduction of bureaucratic procedures, and creative evidence-gathering and assessment techniques. But the fruits of these efforts are not sufficiently realised in increased social inclusion. The data indicate that, while RPL is on the increase in some quarters, there is still limited uptake by traditionally marginalised learners, such that more RPL overall does not necessarily lead to better outcomes for equity groups (Misko, Beddie and Smith, 2007). After more than a decade of focused attention, I believe this situation demands broader, less instrumental thinking, in favour of a more relational analysis of the meaning of recognition assessment and a different conception of RPL overall.

In this paper I draw on qualitative research in progress to explore the meaning of RPL to candidates and the significance of the candidate-assessor relationship as a site of negotiated meaning and identity construction (Hamer, 2010). Looking through the lens of a philosophy of recognition (Honneth, 1995) and postmodern understandings of the discursive production of the self (Chappell et al., 2003; Benhabib, 1992), I ask questions about the nature and effects of the assessment relationship. I invite considerations of this relationship as an intersubjective exchange within a wider, more fundamental 'struggle for recognition' as part of human self-actualisation (Honneth, 1995). I will use emerging data to illustrate the meaning and effects of RPL within this theoretical framework and propose a reconceptualisation of recognition assessment that aims to enhance our efforts towards access and equity goals.

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This article focuses on reliability in assessment of prior learning (APL) related to higher education. APL refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In higher education, APL is used for the purpose of gaining admission, advanced standing or credits. In this article, studies investigating reliability in APL are presented. The studies provide data of inter- and intrarater reliability among assessors in a specific APL scheme used in higher education. Percentage of agreement and Cohen's kappa were used to estimate reliability, and the results show that the agreement between assessors, i.e. interrater reliability, is poorer compared to the agreement on repeated assessment by the same assessor, i.e. intrarater reliability. Further, the results reveal that there are differences in agreement between different aspects of prior learning. A conclusion is that reliability in this type of assessment ought to be further investigated.

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This paper discusses Svetovid, cross-platform software that helps instructors to assess the amount of effort put into practical exercises and exams in courses related to computer programming. The software was developed as an attempt at solving problems associated with practical exercises and exams. This paper discusses the design and use of Svetovid system along with the advantages it brings to both students and instructors.

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Self-assessment is a crucial skill that students need to develop during their educational years, especially at those educational levels where the curriculum leads to future jobs. By being able to assess their own performance, students can become self-regulated learners and continue their professional development throughout their careers. This chapter will explore what is known about self-assessment through an updated version of the state-of-the-art. Firstly, it will be defined what self-assessment is, the different forms it can take, and which of those forms are most conducive to enhancing students' learning. Secondly, it will be explored what is the relationship between self-assessment and academic achievement and between self-regulated learning strategies and self-efficacy. That section will also present an overview of the learning and psychological effects of self-assessment to conceptualize the internal cognitive, motivational, and emotional processes that are involved. Thirdly, extracted from the research literature, it will be explored what are the best instructional methods to train students to develop their self-assessment skills. In that section, both recommendations on how to help students develop the requisite skills and recommendations for teachers' training will be presented. Lastly, we will build from best-research examples on vocational education and training to consider how self-assessment can best be implemented and extract practical implications and recommendations.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 137.1084. Show less

This article plots the development of Management National Vocational Qualifications (NVQs) and the progress made by the Luton Business School at the University of Luton in assessing managerial competence, (particularly at Levels 4 and 5 within the NVQ framework) to the national standards laid down by the former Lead Body - the Management Charter Initiative. It highlights the difficulties encountered in providing equitable assessment of managers within a diverse range of organisations and describes the innovative process which has evolved in the development of middle managers - both in terms of skill enhancement and their consequent performance within sponsoring organisations. It reflects on the first year of operation using the new Management Standards.

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Product and process innovations are of ultimative importance for a long-lasting enterprise competitiveness. Across all branches and services, innovations can be understood as changing the functionality, performance of products, and quality of services including the way they are produced. An important difference between innovations is that of radical versus incremental innovation. Whereas radical innovation is basic and of disruptive character and is based on paradigmatic change of the current technology concept, incremental innovations are of smaller scale and take place concurrently on the basis during work processes. While reflecting on innovation skills for apprentices, it can be stated that incremental innovations could be given into the hands of workers, foremen, and apprentices. Assuming that different in-company training pathways of apprentices are possible, the development of innovation skills toward incremental improvements on product, as well as production processes, could be brought into reality.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 137.1084. Show less