Empirical Research in Vocational Education and Training最新文献

Abstract

After more than 50 years of research on drop-out from Vocational Education and Training (VET), databases provide vast amounts of drop-out studies from around the globe that entail hundreds of potential drop-out factors. However, many scholars tend to explore the topic without detailed and theoretically grounded foundation. Several diverging research foci exist within the research field of drop-out from VET: Studies differ with regard to the analysed phase of drop-out (development, decision-making, paths after dropping out), the applied sample perspective (learners, educators, further stakeholders), and the overall research perspective that is applied based on a specific theoretical approach. Given the range of drop-out factors, stakeholders, and possible theoretical approaches within studies, this article aims at organising the research on the multi-facetted phenomenon for future endeavours by presenting a framework model that comprises a three-step recommendation: First, the model illustrates different phases (Development-, Decision-, Adjustment-Phase) of drop-out research that should be differentiated. Second, it is argued that the chosen sample perspective is highly relevant for drop-out research and must be chosen carefully. Third, the overarching disciplinary research perspectives on drop-out from VET, which scholars may adopt within their research, entail particular relevant variables and focal points and should therefore be discussed. Four examples of research perspectives (economical, psychological, sociological, pedagogical) are briefly presented, structured on a micro-, meso- and macro-level, to exemplify different theoretical accesses to drop-out research. Throughout the article, the novel organisation framework is explained and exemplified by illustrating relevant aspects of each research area and exemplary literature. The presented framework will help organising the research field and enable scholars to delimit their work more precisely, leading to a more traceable structure of further research efforts and more significant contributions to the state of knowledge.

We investigated the ecological validity of performance measures from a computer-based assessment tool that utilises scripted video vignettes. The intended purpose of this tool is to assess the maintenance and repair skills of automotive technician apprentices, complementing traditional hands-on assessment formats from the German journeymen’s exams. We hypothesise that the ability to correctly judge repair actions shown in videos is a good predictor of the ability to perform corresponding actions in hands-on scenarios. Apprentices in the third year of vocational training carried out repairs on real cars or car systems, while experts rated their performance. After this, they worked on our computer-based tests, which utilise videos of very similar repairs. The correlation between video judgement and hands-on performance was lower than expected for most repair actions as well as for overall scores, indicating insufficient ecological validity of the test score interpretations. However, the findings are promising for developing future tests, as the results for some repair actions indicate it is generally possible to develop ecologically valid video-based items focusing on hands-on skills. We discuss the results in the light of a validation framework that combines validity evidence from different sources for the same assessment tool. Finally, we hope our findings contribute to a broader discussion about the psychometric quality of exams.