Authentic Assessment in TVET

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• Authentic Assessment in TVET
• Yufei Gao

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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.

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What are the issues?
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• In several cases, it has been shown that the
  assessment has not been matched to expected
  outcomes.

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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.

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• 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.

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To meet the needs of industry, assessments
should be competency based
authentic related to industry need
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Current status of TVET assessment in China and
New Zealand
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An example of Project Based Learning assessment
at QTC
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Self assessment and peer assessment are included.
Industry provides relevant projects.
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Qingdao Technical College
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Industry people work as the part time consultants
for the duration of the project.
The projects focus on soft competencies. .
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The final assessment of project outcome will be
carried out by industry people in conjunction
with tutors
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The outcome and the process (includes attitude,
contribution, co-operation, etc.) are scored.
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• 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.

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The findings of competency based assessment in
New Zealand
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Title in here
There are rubrics for competency based
assessments.
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Unit standards for competency based assessments
are approved by NZQA.
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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.
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Title in here
Assessment is divided into formative and
summative.
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The result for a competency base assessment is
either pass or fail.
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Students have the sense of self -responsibility
which enables them to manage their self directed
learning towards the assessments..
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• Combining the experiences of China and New
  Zealand, Some suggestions on competency based
  courses assessment were obtained.

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• How to implement authentic assessments in Model
  Programme courses?

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• How do we know the assessments are authentic and
  consistently applied ?

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Working Plan
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
implementation of course assessments
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.
To do surveys, interviews and workshops with
teachers in TVET institutions
Ask for student feedback on how they feel about
current assessment.
Step 7
To Trial the competency based course assessment
template in Sino-NZ model programmes courses
Step 8
To reflect and refine it.
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Example Templates

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

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How do we do this across multiple countries?
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Future Collaboration
Investigating how industry can take part in
curriculum and assessment design
Formulating qualitative feedback to students from
the tutor, the industry, and the peer.
Recognizing the competencies gained in courses
(e.g. English languages courses).
Setting rubrics for course / module assessments
Involving students in the design of the
assessment.
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• Future prospects anticipated

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• 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.

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