Learning Assessment Learning Assessment: Student's Experiences in Post - School Qualifications

Generated by Foxit PDF Creator Foxit Software http://www.foxitsoftware.com For evaluation only.
Learning Assessment
Students experiences in post school qualifications
By: Dr. Kathryn Ecclestone
Copyright Wondershare Software
Authors Profile
Professor of Education and Social Inclusion School of Education, University of Birmingham 2001 - PhD, 'The impact of GNVQ assessment policy on vocational students autonomy and motivation, University of Newcastle 1992- MA (Teacher Education) (Distinction), University of Manchester
Authors Profile
1984 -Certificate in Education (FE) Huddersfield Polytechnic 1977 - BA Honours Politics and History (2:1) University of Lancaster Her research explores the interplay between policy, practice and attitudes to learning and assessment in post-compulsory education. Copyright Wondershare Software
Introduction
Promoting sustainable learning through assessment is not straightforward This study explored links between assessment and students achievement in post-school qualifications Focuses on students experiences in and attitudes to, two assessment systems: general academic qualifications and general vocational qualifications
Different Assessment Systems

General Academic Qualifications Greater theoretical content General Vocational Qualifications Greater applied skills content
External Examinations
Access to Higher Education course
Workplace vocational Formative Assessment Students produce modular assignments
Externally set and marked examinations
External Examinations
Assessment that encourages more achievement Strong emphasis on raising standards of achievement for everyone
Assessment Identities and Learning Careers

Policy imperatives regulating those systems
Day-to-day assessment practices
Students Identity
Forms of knowledge and learning
Assessment practices
Social context
Assessment Careers
Images of Achievement and Failures

General Academic Qualifications General Vocational Qualifications Develop self confidence and overcome fears and failures Sets targets Not worried about failures Strong sense of identity as second chance learners Students can drop their two poorest unit grades Students believed that they could keep retaking exams until they passed.
Progression in subjectrelated knowledge and grades Strong A-grade students Students can resit some exams Students saw failure in getting lower grade than they needed.
Ill get an E in this thats my average. This year I move up to a D I was ecstatic and its to do with my own barriers. Im the first child in my family to go to college and Im not the brightest so Im doing really well.
I dont really think about grades and pride is not a motiveif I do well, I doAchievement would mean getting a C or above; Id be happy to get a C but I know I could do better.
Vocational and Academic Identities

General Academic Qualifications General Vocational Qualifications
Higher status and more well known. Students and their parents saw qualification as being better. Teaching and assessment were more teacher centered and didactic and more individualized.
Lower status, students valued its relevance. Vocational aspirations were erratic. Good assessment should reflect students prefer to learn. Group works
Attitudes to Formative Assessment

General Academic Qualifications Norm-referenced, competitive and selective. One-to-one feedback Examination-based course Student practiced exam answers that would help them achieve good grades Written feedback was more general and open-ended General Vocational Qualifications Designed around detailed specifications and assessment criteria Feedback to the whole group Tutors as translator of official criteria. Lesson time was used to introduce students to each assignment Heavy workloads for tutors Students had strong expectations of guidance
Attitudes to Formative Assessment

General Academic Qualifications Students dont find feedback motivating or demotivating. Students were more vague about the criteria but could offer a credible account of an A grade. Students were well versed in how pieces of work related to different types of tutor comment. General Vocational Qualifications Relationship with the teacher was important. Student became proficient at cross-referencing assignments tasks. Students used the official assessment criteria during their assignments and carried them with them to accompany their assignments.
The Implications of Students Assessment careers for Sustainable Assessment

Qualifications leading to higher education have some similar assessment processes, but very different assessment cultures. Further difference arise in teachers and students belief about the type of learners suited to each assessment culture. Students accept the assessment systems they experienced largely without dissent and learn to navigate the various demands and processes.

It is important to recognize that assessment practices and outcomes reinforce inequality of choice and opportunity. Students work compliantly, strategically and superficially to meet assessment criteria, others working happily in a comfort zone. Drop-out and non-completion are official indicators of failure.

Better understanding of assessment cultures and assessment identities would enable universities to address students expectations. It was not for or of, but instead it was learning.

Learning Assessment Learning Assessment: Student's Experiences in Post - School Qualifications

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Assessment Learning Assessment: Student's Experiences in Post - School Qualifications

Uploaded by

Copyright:

Available Formats

Generated by Foxit PDF Creator Foxit Software http://www.foxitsoftware.com For evaluation only.

Copyright Wondershare Software

Different Assessment Systems

Access to Higher Education course

Workplace vocational Formative Assessment Students produce modular assignments

Externally set and marked examinations

Copyright Wondershare Software

Copyright Wondershare Software

Assessment Identities and Learning Careers

Forms of knowledge and learning

Copyright Wondershare Software

Images of Achievement and Failures

Copyright Wondershare Software

Copyright Wondershare Software

Copyright Wondershare Software

Vocational and Academic Identities

Copyright Wondershare Software

Attitudes to Formative Assessment

Copyright Wondershare Software

Attitudes to Formative Assessment

Copyright Wondershare Software

The Implications of Students Assessment careers for Sustainable Assessment

The Implications of Students Assessment careers for Sustainable Assessment

The Implications of Students Assessment careers for Sustainable Assessment

Copyright Wondershare Software

You might also like