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A number of countries in Europe, including the UK, have adopted language and citizenship tests or courses as a requirement for granting citizenship to immigrants. To acquire citizenship, immigrants to the UK must pass a test on British society and culture, or demonstrate progress in the English language. For those with an insufficient command of the language, there is the option in the UK of taking an English for speakers of other languages (ESOL) with citizenship course. These language and citizenship tests and courses are seen by governments as a way of encouraging immigrants to develop the competences believed necessary for social integration. Equally, these are seen as a means for immigrants to demonstrate their willingness to integrate. However, two types of criticisms have been made against compulsory tests and language programmes. The first questions the need for these. The second focuses on whether they are a genuine contribution to preparation for citizenship or whether these, in effect, constitute a gatekeeping mechanism, or otherwise lead to social injustice; related to this is the question of whether the emphasis on language as defining of nationhood and citizenship is a move away from multiculturalism towards a policy of assimilation. In addition, there are issues relating to funding. This paper presents the results of a study of a ‘skills for life’ ESOL course at a community college in London that is specifically intended to help immigrants seeking to qualify for British citizenship. An interview was carried out with staff involved in ESOL at the college, and a focus group discussion was conducted with a student group. The aim of the paper is to provide an account of the experiences of the students in the light of the criticisms that have made against compulsory tests and language programmes. We also examine the impact of policy changes, including funding cuts, on the college and students. Although we found the language and citizenship class to be a positive experience, we note inconsistencies and contradictions in policies and discourses around language.

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It is now two years since the introduction of Common Skills on the BTEC [Business and Technology Education Council] Higher Diploma and Certificate (HND and HNC) and the first students have received their awards. In an earlier paper (Brindley et al., 1992) the idea of the Common Skills as a form of record of achievement (RoA) was discussed and a number of criticisms were raised in the light of experience at Crewe + Alsager Faculty of Manchester Metropolitan University. The purpose of this paper is to re-examine and extend the theoretical issues that were previously raised and to consider the question of transfer of skills.

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This paper provides insights into the perceptions and perspectives of vocational education students regarding the relevance and quality of the assessment processes they have experienced in the [vocational education and training] VET sector. It is based on a series of semi-structured interviews (Borg&Gall 1989) conducted over a two year period with 132 vocational learners. The focus of the interviews was on what the students were actually thinking and feeling about the assessment process as they experienced it. Purposive sampling was used, with the final sample generally representative of the Australian VET student population with respect to training provider, geographic location, gender, cultural background, age and industry sector. A thematic approach (Leedy 1997) was used to analyse the data, with the focus on the common 'themes' (sets of related issues, suggestions, perspectives) that emerged from an holistic analysis of the data. The reporting of the findings in the paper includes actual comments made by students. Key findings include: quality assessment processes are seen to be essential for giving industry credibility to the qualification; the nature and quality of the assessment process is closely linked to student self-perception as a learner; current assessment processes are frequently seen to focus on the quantity rather than the quality of the evidence collected; written tests and examinations are seen to significantly disadvantage learners with inadequate literacy skills, and generally are not believed to be a powerful way of validating the outcomes of learning; assessment standards and processes are seen to exhibit marked inconsistencies across providers for students undertaking the same programs of study or for adults seeking recognition of their prior learning; ungraded competency-based assessment processes are not perceived to provide a strong motivation to students to achieve excellence; and there are widespread concerns among students about the educational and industry-based credibility of some assessors.

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In the United States of America (USA) there is an intensifying emphasis on performance and accountability in education generally. In the case of post-secondary vocational education, the Perkins Act of 1990 requires vocational education institutions in all states to measure student learning in academic and vocational skills. This represents a departure from the traditional outcomes used in post-secondary vocational education such as job placement, measured by traditional testing procedures. Policy makers are moving towards accountability measures linked to educational rather than economic outcomes such as basic educational skills, higher-order thinking skills, knowledge of the world of work, and rates of continuing education. Alternative assessment aims to generate more valid information about vocational education program results than previously available and this issue of ‘Centerfocus’ investigates alternative ways of assessing outcomes. The approaches described are Total Quality Management (TQM), the student success model, value-added assessment, concept mapping, and performance assessment. Show less

The author details how a large group of teachers in the School of Tourism and Hospitality worked through the process of improving their assessment practice. They have evaluated, innovated and implemented new approaches that are more relevant and understandable to all those involved in the process. Integrated and holistic assessment events are undertaken, and students can choose to work towards a ‘pass’ or a ‘pass with distinction’. Show less

In this position paper we focus on students who are contracted to fulfil teaching roles. While an accepted practice, student teaching assistants (STAs) tend to lack teaching experience as well as having only limited subject and pedagogical knowledge. As such, there is a trade-off between employing them and maintaining quality in teaching. We identify assessment feedback and grading as particularly important aspects of teaching that are often beyond the capability of many STAs. Rather than suggesting that students should not teach, we provide a nuanced examination of who these students are and argue that assessment and grading should only be entrusted to STAs who can do these tasks to a satisfactory level. Ultimately, we call for a critical discussion on the merits of employing students as teaching assistants, taking into account the diversity within this group and within a teacher's roles.

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A summary and analysis of the significant literature on evaluation of vocational education, focusing on a limited number of evaluation efforts that reflect strategies typically used in vocational education, is presented in this information analysis paper. The paper is intended for curriculum developers, teachers, and administrators in vocational education, state education department staff, and researchers. The following topics are discussed: purpose of evaluation, evaluation defined, evaluation models, needs assessment, former student follow-up (including definition, objectives, groups to involve in conducting follow-up studies, groups to follow-up, techniques, instrument development, and conducting the follow-up), employer surveys, student/parent surveys, cost benefit studies, information systems, state advisory council studies, and standards and reviews. Recommendations based on a review of most of the materials included in the references list on vocational education program evaluation include the following: program evaluation in vocational education needs (1) to be a continuous effort, (2) a more systematic approach, (3) more emphasis on cost analysis, (4) assessment of personnel development, (5) development of specific and measurable program objectives, (6) research in all areas of methodology, (7) more people involved, (8) systematic and comprehensive information systems for collecting information, and (9) emphasis on both theoretical and practical evaluation bases.

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This report provides a national snapshot of academic performance among African American students in the high school graduating class who took the ACT college readiness assessment and addresses questions of importance to the nation. Are African American high school students prepared for college and career? Are younger black students on target for college and career? Are enough black students taking courses that will prepare them for college and career? Are African American students who are ready for college and career actually succeeding?

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In line with the global increase in the use of E-portfolio technologies in learning organizations, their potential use in Malaysia is promising, especially in the growing areas of Technical and Vocational Education Training (TVET). In order to understand and evaluate the potential of E-portfolios in these education areas, the initial view of the parties related to the Skills Training Program, a sub-program in TVET should be taken into consideration. Since such an electronic learning system has never previously been deployed in any public or private training institutions in Malaysia, there is a need to ensure that it has the support of the parties concerned. Thus, the key questions for this study were to investigate whether the E-portfolio is: (1) suitable for implementation in the Malaysia Skills Training Education Program, and (2) easy, efficient and effective for students to use. This study used both qualitative and quantitative methods where data collection included E-mail based interviews with several officers in Malaysia and a survey of perceptions of E-portfolio Skills Training Students from the Kuantan District of Pahang, Malaysia.

The results showed that most participants agreed that the E-portfolio is well suited to be implemented as an evaluation method or value-added to improve the IT skills of the students depending on their level of training course. Although some trainees/students warned that this system needs lots of things to be considered such as facilities, technical and emotional support as well as a sensible process, most agreed that this system should be introduced in their training institutions. Similarly, the interviewees also highlighted constraints that should be considered before execution to ensure that this system will be effectively installed and completely functional to benefit trainees and instructors as well as for the training institutions themselves.

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The aim of the 15 collaborative projects conducted during the new funding phase of the German research program Modeling and Measuring Competencies in Higher Education-Validation and Methodological Innovations (KoKoHs) is to make a significant contribution to advancing the field of modeling and valid measurement of competencies acquired in higher education. The KoKoHs research teams assess generic competencies and domain-specific competencies in teacher education, social and economic sciences, and medicine based on findings from and using competency models and assessment instruments developed during the first KoKoHs funding phase. Further, they enhance, validate, and test measurement approaches for use in higher education in Germany. Results and findings are transferred at various levels to national and international research, higher education practice, and education policy.

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