2/2/2016 Authentic Assessment in TVET Yufei Gao

Definition In the context of this presentation and my research: Authentic assessment in TVET : focuses on contextualised industry based tasks, enabling students to demonstrate their competency in an industry setting. 2/2/2016

What are the issues?

In several cases, it has been shown that the assessment has not been matched to expected outcomes. 2/2/2016

Examples As an example, a student attained an ‘A’ in course work in an INTRODUCTION TO HOSPITALITY course offered at an institution. However, his performance in the workplace was not highly regarded. In a similar situation, a student received low marks in course work offered at the institution and was highly regarded at the hotel he worked in and was offered a position. 2/2/2016

This indicates at times the assessments undertaken by students in college are sometimes not aligned to industry need. So we need to change assessment practices to meet the competencies required by the industry. 2/2/2016

To meet the needs of industry, assessments should be competency based authentic related to industry need

2/2/2016 Current status of TVET assessment in China and New Zealand

2/2/2016 An example of Project Based Learning assessment at QTC

Self assessment and peer assessment are included. The projects focus on soft competencies.. Industry provides relevant projects. Industry people work as the part time consultants for the duration of the project Qingdao Technical College

The final assessment of project outcome will be carried out by industry people in conjunction with tutors 5 6 The outcome and the process (includes attitude, contribution, co-operation, etc.) are scored.

How can these practices be embedded in project based learning in normal operations in TVET courses? Ways of introducing this across an institution need to be explored. 2/2/2016

The findings of competency based assessment in New Zealand

Unit standards for competency based assessments are approved by NZQA. There are rubrics for competency based assessments. Title in here In students-centered learning, students participate in the design of the assessments. Smaller class size makes tutors feel easier to facilitate students, give them feedback and assess their final outcome.

The result for a competency base assessment is either “pass” or “fail”. Assessment is divided into formative and summative. Title in here Students have the sense of “self -responsibility” which enables them to manage their self directed learning towards the assessments..

Combining the experiences of China and New Zealand, Some suggestions on competency based courses assessment were obtained. 2/2/2016

How to implement authentic assessments in Model Programme courses? 2/2/2016

How do we know the assessments are authentic and consistently applied ? 2/2/2016

Working Plan Step 1 Step 2Step 3Step 4Step 5Step 6 To do literacy study on authentic assessment and competency based assessment in TVET. To collect evidence showing how industries are currently engaged in the design and implementati on of course assessments To do surveys, interviews and workshops with teachers in TVET institutions Ask for student feedback on how they feel about current assessment. Analyse and compare the data collected from the industries and TVET institutions and students from both China and New Zealand. To re-design the competency based course assessment. To generate the templates for mutual use in TVET. Pre- moderation should be carried out. Step 7 To Trial the competency based course assessment template in Sino-NZ model programmes courses Step 8 To reflect and refine it.

Example Templates John Clayton,2015 Example of Question/Test/Exam Template (by Dr. John Clayton)Example of Question/Test/Exam Template (by Dr. John Clayton) Observation, practical, student log template

2/2/2016 How do we do this across multiple countries?

2/2/2016 第 22 页 Investigating how industry can take part in curriculum and assessment design Recognizing the competencies gained in courses (e.g. English languages courses). Formulating qualitative feedback to students from the tutor, the industry, and the peer. Setting rubrics for course / module assessments Involving students in the design of the assessment. Future Collaboration

Future prospects anticipated 2/2/2016

If the authentic assessment processes within TVET in China and New Zealand can be incorporated into each others’ educational system, the quality of TVET can be assured, and the students can transfer their education between the two countries more freely than now. 2/2/2016

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