How to Assess the Vocational Curriculum

Front Cover
Psychology Press, 1996 - Education - 176 pages
0 Reviews
New forms of assessment and new learning programmes require teachers to be more flexible and skilled in their approach. NVQs, GNVQs, the Accreditation of Prior Learning (APL), modular programmes and credit transfer have all put pressure on institutions in their assessment procedures. Using examples from schools and colleges, this contemporary book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation. In doing this, it examines some of the complexities associated with assessment. Areas of particular importance include planning an assessment strategy, diagnosing learners' needs, assessment and accreditation of prior learning, assessing competence and transferable skills, recording achievement, assessing the modular curriculum, and preparing staff for assessor and verifier roles.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Introduction and Background
1
Understanding Assessment
8
Assessment in Vocational Qualifications
26
Assessment in a modular curriculum
46
Diagnosing Learners Needs
71
Records of Achievement and Portfolios
88
Assessing Knowledge Competence and Core Skills
103
Developing Professional Expertise in Assessment
121
Designing an Assessment Strategy
138
Tensions and Dilemmas in Assessment
161
Glossary and Index of Terms
171
Copyright

Other editions - View all

Common terms and phrases

References to this book

All Book Search results »

About the author (1996)

Kathryn Ecclestone is a professor of education and social inclusion at the University of Birmingham, United Kingdom.

Bibliographic information