Abstract
As vocational education and training develops, more energy must be invested in ensuring that sufficient learning has been achieved to warrant the award of a qualification and that people are ready for work. Many traditional and commonly used assessment approaches do not scale well, and there remains a pressing need for reform. This chapter distils insights from international investigations of student learning outcomes assessment and uses these to chart frontiers for innovation. The chapter begins with an historical tour of the field, taking stock of progress over the last 30 years by examining signature initiatives. It sets out a framework for understanding and guiding growth, reviews likely facilitators and blockers, and, through these analyses, advances a strategy for guiding future development. The strategy articulates technical, practical, and substantive dimensions of assessment. Energy is invested in discussing each of these dimensions and creating a picture of what assessment will look like in a decade’s time. The chapter’s final section clarifies governance arrangements which would have capacity to spur the kind of progress required to propel the field. Overall this chapter offers insights into the nature, relevance, research, and practice of assessment in VET.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Allais S, Young M, Raffe D (2009) Introduction. In: Allais S, Raffe D, Strathdee R, Wheelahan L, Young M (eds) Learning from the first qualifications frameworks. International Labour Office, Geneva
American Educational Research Association (AERA), American Psychological Association (APA) and the National Council on Measurement in Education (NCME) (2014) Standards for educational & psychological testing. American Psychological Association, Washington, DC
Association of American Colleges and Universities (AAC&U) and State Higher Education Executive Offices (SHEEO) (2015) MSC: a multi-state collaborative to advance learning outcomes assessment. Accessed 20 Sept 2016 from: http://www.sheeo.org/projects/msc-multi-state-collaborative-advance-learning-outcomes-assessment
Australian Learning and Teaching Council (ALTC) (2010) Learning and teaching academic standards project final report. Australian Learning and Teaching Council, Sydney
Australian Qualifications Framework Council (AQFC) (2015) Australian qualifications framework. Accessed 1 Sept 2016 from: http://www.aqf.edu.au
Bennett R (2015) The changing nature of educational assessment. Rev Res Educ 39(1):370–407
Braeken J, Blömeke S (2016) Comparison of beliefs across countries: dealing with measurement invariance and local dependence using Bayesian elastics. Assess Eval Higher Educ 41:733
Canny B, Coates H (2014) Governance models for collaborations involving assessment. Office for Learning and Teaching, Sydney
Chakroun B (2010) National qualification frameworks: from policy borrowing to policy learning. Eur J Educ 45(2):199–216
Cisco Networking Academy (2012) Advancing assessment with technology. Accessed 2 Dec 2016 from: http://www.cisco.com/c/dam/en_us/training-events/netacad/downloads/pdf/NetAcadPOV.pdf
Coates H (2010) Defining and monitoring academic standards in Australian higher education. High Educ Manag Policy 22(1):1–17
Coates H (2014) Higher education learning outcomes assessment: international perspectives. Peter Lang, Frankfurt
Coates H (2015) Assessment of learning outcomes. In: Pricopie R, Scott P, Salmi J, Curaj A (eds) Future of higher education in Europe. Volume I and Volume II. Springer, Dordrecht
Coates H (2016) Assessing student learning outcomes internationally: insights and frontiers. Assess Eval Higher Educ 41(5):662–676
Coates H (2017) The market for learning: leading transparent higher education. Springer, Dordrecht
Coates H (2018) Research and governance architectures to develop the field of learning outcomes assessment. In: Zlatkin-Troitschanskaia O, Pant HA, Toepper M, Lautenbach C Kuhn C (eds) Assessment of learning outcomes in higher education: cross-national comparisons and perspectives. Dordrecht: Springer
Coates H, Richardson S (2012) An international assessment of bachelor degree graduate’s learning outcomes. High Educ Manag Policy 23(3):51–69
Coates H, James R, Baldwin G (2005) A critical examination of the effects of learning management systems on university teaching and learning. Tert Educ Manag 11:19–36
Department of Education and Training (2017) Training packages. Accessed from: https://www.education.gov.au/training-packages
Dillon GF, Clyman SG, Clauser BE, Margolis MJ (2002) The introduction of computer-based case simulations into the United States medical licensing examination. Acad Med 77(10):94–96
Educational Testing Service (ETS) (2014) Proficiency profile. Accessed 1 Sept 2014 from: www.ets.org/proficiencyprofile/about
Edwards D, Wilkinson D, Coates H, Canny B (2012) The Australian medical assessment collaboration: developing the foundations for a national assessment of medical student learning outcomes. Office of Learning and Teaching, Sydney
European Commission (2012) Thematic working group ‘Assessment of Key Competences’: literature review, glossary and examples. European Commission, Brussells
European Commission (EC) (2015) European qualifications framework. Accessed 1 Sept 2016 from: https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97
González J, Wagenaar R (2008) Universities’ contribution to the Bologna process: an introduction. Universidad de Deusto, Bilbao
Halliday-Wynes S, Misko J (2013) Assessment issues in VET: minimising the level of risk. NCVER, Adelaide
Higher Education Funding Council for England (HEFCE) (2015) £4 million awarded to 12 projects to pilot measures of learning gain. Accessed 1 Sept 2016 from: http://www.hefce.ac.uk/news/newsarchive/2015/Name,105306,en.html
International Testing Commission (ITC) (2015) Guidelines. Accessed 10 Sept 2016 from: https://www.intestcom.org/page/5
Lennon MC, Frank B, Lenton R, Madsen K, Omri A, Turner R (2014) Tuning: identifying and measuring sector-based learning outcomes in postsecondary education. Higher Education Quality Council of Ontario, Toronto
Liu OL, Mao L, Frankel L, Xu J (2016) Assessing critical thinking in higher education: the HEIghten™ approach and preliminary validity evidence. Educational Testing Service, Princeton
Loyalka P (2015) Initial results from an international study of student learning in higher education: China, Russia, and the US. Keynote paper presented at the 2nd symposium of learning science and online education. Beijing
Luecht RM (2013) An introduction to assessment engineering for automatic item generation. In: Gierl MJ, Haladyna TM (eds) Automatic item generation: theory and practice. Routledge, New York
Lumina Foundation (2015) The degree qualifications profile. Accessed 1 Sept 2016 from: http://www.luminafoundation.org/files/resources/dqp.pdf
Marshall S, Henry R, Ramburuth P (2013) Improving assessment in higher education: a whole of institution approach. New South Books, Sydney
Melguizo T (2015) Are students gaining general and subject area knowledge in university? Evidence from Brazil. Higher Education
Mislevy R, Haertel G, Yarnall L, Wentland E (2011) Evidence centered task design in test development. In: Secolsky C (ed) Measurement, assessment, and evaluation in higher education. Routledge, New York
National Board of Medical Examiners (NBME) (2008) Primum® computer-based case simulations (CCS). NBME, Philadelphia
Ofqual (2015) Qualifications and credit framework. Accessed 1 Sept 2016 from: https://www.gov.uk/government/organisations/ofqual
Organisation for Economic Cooperation and Development (OECD) (2015) Education at a glance. OECD, Paris
Organisation for Economic Cooperation and Development (OECD) (2017) Survey of adult skills (PIAAC). OECD, Paris
Pearson (2014) MyEconLab. Accessed 27 Aug 2014 from: www.pearsonmylabandmastering.com/northamerica/myeconlab
Rhodes T, Finley A (2013) Using the VALUE rubrics for improvement of learning and authentic assessment. AAC&U, Washington, DC
Richardson S, Coates H (2014) Essential foundations for establishing equivalence in cross-national higher education assessment. High Educ 68(6):825–836
Schuwirth LWT, van der Vleuten CPM (2012) The use of progress testing. Perspect Med Educ 1(1):24–30
Shattock M (2012) University governance. Perspect Policy Pract High Educ 16(2):56–61
Shavelson R (2007) A brief history of student learning assessment: how we got where we are and a proposal for where to go next. Association of American Colleges and Universities, Washington, DC
Shavelson RJ, Domingue BW, Mariño JP, Mantilla AM, Morales JA, Wiley EE (2016) On the practices and challenges of measuring higher education value added: the case of Colombia
Smith E (2010) A review of twenty years of competency-based training in the Australian vocational education and training system. Int J Train Dev 14(1):54–64
Twigg CA (2003) Improving learning and reducing costs: new models for online learning. Educ Rev September/October:28–38
United Nations Education, Scientific and Cultural Organisation (UNESCO) (2017) Global Education Monitoring Report. Accessed fromL https://en.unesco.org/gem-report
Wheelahan L (2009) From old to new – the Australian qualifications framework. In: Allais S, Raffe D, Strathdee R, Wheelahan L, Young M (eds) Learning from the first qualifications frameworks. International Labour Office, Geneva
Zlatkin-Troitschanskaia O, Kuhn C, Toepper M (2014) Modelling and assessing higher education learning outcomes in Germany. In: Coates H (ed) Advancing higher education learning outcomes. Peter Lang Publishers, Frankfurt
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this entry
Cite this entry
Coates, H. (2019). Assessing Learning Outcomes in Vocational Education. In: McGrath, S., Mulder, M., Papier, J., Suart, R. (eds) Handbook of Vocational Education and Training . Springer, Cham. https://doi.org/10.1007/978-3-319-94532-3_81
Download citation
DOI: https://doi.org/10.1007/978-3-319-94532-3_81
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-94531-6
Online ISBN: 978-3-319-94532-3
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education