{"title":"Vocational teachers` professional development in assessment for learning","authors":"Ann Karin Sandal","doi":"10.1080/13636820.2021.1934721","DOIUrl":null,"url":null,"abstract":"ABSTRACT Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled Assessment for learning in vocational education (15 credits) might contribute to vocational teachers’ professional development related to assessment for learning. Qualitative data was collected in two stages from vocational teachers participating on the course. The findings reveal that perceptions of assessment for learning and vocational formative assessment practice are developed through the lens of the general study programmes and are dominated by academic subjects in upper secondary schools. However, assessment for learning is embedded in vocational learning and teaching and needs to be voiced in the educational discourse in schools related to formative assessment. Vocational teachers’ professional development in assessment for learning should be based on the characteristics and attributes of vocational learning.","PeriodicalId":46718,"journal":{"name":"Journal of Vocational Education and Training","volume":"30 1","pages":"654 - 676"},"PeriodicalIF":1.4000,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Vocational Education and Training","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13636820.2021.1934721","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 10
Abstract
ABSTRACT Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled Assessment for learning in vocational education (15 credits) might contribute to vocational teachers’ professional development related to assessment for learning. Qualitative data was collected in two stages from vocational teachers participating on the course. The findings reveal that perceptions of assessment for learning and vocational formative assessment practice are developed through the lens of the general study programmes and are dominated by academic subjects in upper secondary schools. However, assessment for learning is embedded in vocational learning and teaching and needs to be voiced in the educational discourse in schools related to formative assessment. Vocational teachers’ professional development in assessment for learning should be based on the characteristics and attributes of vocational learning.
期刊介绍：
The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. When submitting papers for consideration, the journal encourages authors to consider and engage with debates concerning issues relevant to the focus of their work that have been previously published in the journal. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration. From the first issue of Volume 48, 1996, the journal changed its title from The Vocational Aspect of Education to Journal of Vocational Education and Training.
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