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dc.contributor.authorChan, S.
dc.contributor.authorWalsh, N.
dc.contributor.authorRoo, A.
dc.contributor.authorPower, K.
dc.contributor.authorStokes, C.
dc.contributor.authorBrensell, D.
dc.contributor.authorDusse, S.
dc.contributor.authorLyster, A.
dc.contributor.authorCampbell, S.
dc.contributor.authorHamilton, K.
dc.contributor.authorTempleton, J.
dc.contributor.authorPati, Kamuka
dc.contributor.authorLovegrove, C.
dc.contributor.authorBaglow, Lee
dc.contributor.authorWarburton, Alan
dc.contributor.authorFifilata, L.
dc.contributor.authorPanko, Mary
dc.contributor.authorOldfield, James
dc.contributor.authorPurtal, J.
dc.date.accessioned2019-09-27T01:05:53Z
dc.date.available2019-09-27T01:05:53Z
dc.date.issued2019-07
dc.identifier.isbn978198562193
dc.identifier.urihttps://hdl.handle.net/10652/4705
dc.description.abstract"Mā te rongo, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātautau” From practice comes understanding, from understanding comes knowing, from knowing comes expertise. SUMMARY: This project brought together a team of vocational educators from three Institutes of Technology or Polytechnics (ITPs) and an iwi-led tertiary partnership, to create a set of guidelines for the development and implementation of e-assessments for learning. As New Zealand qualification outcomes have shifted from competency-based to graduate profile outcomes-based qualifications, there is a need to support students’ learning towards meeting graduate profiles. Assessments for learning are key components of sound learning programmes. Assessments for learning, also called formative assessments, are planned learning activities which lead to occasions for learners or teachers to check on learning progress. Opportunities for feedback provide learners with advice to judge their learning and plan towards future improvements, leading to increased learner achievement and efficacy. The affordances provided by digital devices, tools and apps, increase opportunities for the implementation of useful assessments for learning which meet learners’ needs. Digital technologies also allow access to some of the difficult to describe, or measure, skills and dispositions, which underpin vocational education. These ‘invisible’ attributes contribute towards learners ‘becoming’ (i.e. attainment of an occupational identity) as they progress towards meeting the graduate profile outcomes defined by NZ qualifications. The guidelines are a distillation of the learnings achieved through iterations of Participative Action Research (PAR) cycles by each sub-project team. These guidelines can be used to support the development, implementation and evaluation of e-assessments for learning within vocational education For this project, seven sub-projects were developed, which implemented eassessments for learning activities using a range of pedagogical approaches and digital tools. These e-assessments for learning, supported feedback mechanisms to learners. E-feedback was made accessible to the learners through the affordances provided by digital technologies. For example, e-feedback videos or learning analytics from VR simulators were used to accelerate the learning of skills and dispositions. Learners were able to access e-feedback from a range of supporters including their tutors/teachers, their peers, and other experts. These opportunities for multimodal feedback (through images, audio recordings, VR environments, etc.) provided learners with important information to assist with deliberate practice.en_NZ
dc.language.isoenen_NZ
dc.publisherAko Aotearoaen_NZ
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)en_NZ
dc.subjectNew Zealanden_NZ
dc.subjecttechnical and vocational education and training (TVET)en_NZ
dc.subjectvocational studentsen_NZ
dc.subjectassessmenten_NZ
dc.subjectstudent assessmenten_NZ
dc.subjectgradingen_NZ
dc.subjecte-assessmenten_NZ
dc.subjectParticipative Action Research (PAR)en_NZ
dc.subjectcollaborative researchen_NZ
dc.subjectdigital curriculumen_NZ
dc.subjectinstitutes of technology and polytechnics (ITPs)en_NZ
dc.subjectITP sector
dc.titleGuidelines for developing and using e-assessments with vocational learners : project overviewen_NZ
dc.typeOtheren_NZ
dc.date.updated2019-09-23T20:45:23Z
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130213 Vocational Education and Training Curriculum and Pedagogyen_NZ
dc.subject.marsden130303 Education Assessment and Evaluationen_NZ
dc.subject.marsden130306 Educational Technology and Computing
dc.identifier.bibliographicCitationChan, S., Walsh, N., Roo, A., Power, K., Stokes, C., Brensell, D., Dusse, S., Lyster, A., Campbell, S., Hamilton, K., Templeton, J., Pati, K., Lovegrove, C., Baglow, L., Warburton, A., Fifilata, L., Panko, M., Oldfield, J., & Purtal, J. (2019). Guidelines for developing and using e-assessments with vocational learners: Project overview. Wellington: Ako Aotearoa.en_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage121en_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms64422en_NZ
unitec.identifier.roms64419en_NZ
unitec.identifier.roms64423en_NZ
unitec.identifier.roms64421en_NZ
unitec.identifier.roms64420en_NZ
unitec.publication.placeWellington, New Zealanden_NZ
unitec.relation.urihttps://ako.ac.nz/knowledge-centre/e-assessment-for-vocational-learners/en_NZ
unitec.institution.studyareaEducation


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