Advertisement

Development of Occupational Competence in Technical and Vocational Education and Training (TVET) College Students: Role of Assessment Feedback

  • Patricia JacobsEmail author
Reference work entry

Abstract

There is a general agreement that assessment feedback does not result in the automatic improvement of learning. Deliberate strategies for learning support aimed at student efficacy are therefore essential. While there are numerous studies on assessment feedback, it is not in the context of occupational competence needed for the twenty-first-century TVET student. This chapter offers a conceptual and empirical investigation of the interrelatedness of a competence assessment model and the impact thereof on the provision of meaningful assessment feedback. The competence assessment and development model (COMET) encompasses occupational competence diagnostics and equally so, the elements of teaching, learning, and training according to the COMET didactic approach for TVET (Rauner et al., Competence development and assessment in TVET (COMET), Springer, 2013; Hauschildt, COMET South Africa: final report and documentation of test results, Bremen University, 2016) and served as a theoretical framework for this study. The findings illustrate the need for a competence model capable of providing meaningful, reflective, and transformative assessment feedback to equip students with occupational competence for the world of work.

Keywords

Assessment feedback Occupational competence TVET Assessment for learning 

References

  1. Anane C (2013) Competency based training: quality delivery for technical and vocational education and training (TVET) institutions. SAVAP Int 2(2):117–127Google Scholar
  2. Armstrong AJ, Diehl G (2015) Lean needs both pictures. Ind Eng 47(10):26–30Google Scholar
  3. Black P, Harrison C, Lee C, Marshall B, William D (2003) Assessment for learning. Open University Press, MaidenheadGoogle Scholar
  4. Botha JA, Kiley J, Truman K, & Tshilongamulenzhe M (2013) Practising training and development in South African organisations (2nd Edition). (M. Coetzee, ED.) Cape Town, South Africa: JUTA and Company Ltd.Google Scholar
  5. Boud D, Molly E (2013) What is the problem with feedback? In: Boud D, Molly E (eds) Feedback in higher and professional education. Routledge, New York, pp 1–10Google Scholar
  6. Chan S (2015) Improving the dynamics of feedback through deploying mobile technology-enhanced learning during pre-apprenticeship. In: INAP architectures for apprenticeship: achieving economic and social goals. Australian Scholarly Publishing, Melbourne, pp 113–117Google Scholar
  7. Dewey J (1997) Experience and Education. New York: TouchstoneGoogle Scholar
  8. DHET (2013) White paper for post-school education and training. Department of Higher Education, PretoriaGoogle Scholar
  9. Du Toit E (2012) Constructive feedback as a learning tool to enhance students’ self-regulation and performance in higher education. Perspective in education, 30(2):32–40Google Scholar
  10. Greenstein L (2012) Assessing 21st century skills. California, United States of America: SAGE Publications Ltd.Google Scholar
  11. Gulikers JT, Biemans HJ, Wesselink R, Van der Wel M (2013) Aligning formative and summative assessments: a collaborative action research challenging teacher conceptions. Stud Educ Eval 39:116–124CrossRefGoogle Scholar
  12. Harlen W (2012) On the relationship between assessment for formative and summative purposes. In: Gardner J (ed) Assessment and learning. SAGE, London, pp 87–102CrossRefGoogle Scholar
  13. Hattie J, Timperley H (2007) The power of feedback. Rev Educ Res 77(1):81–112CrossRefGoogle Scholar
  14. Hauschildt U (2016) COMET South Africa: final report and documentation of test results. Bremen UniversityGoogle Scholar
  15. Heinemann L, Rauner F (2011) Measuring vocational competences in electronic engineering: Findings of a large scale competence measurement project in Germany. INAP (pp. 221–224) Beijing Foreign Language Teaching and Research PressGoogle Scholar
  16. Jacobs P (2015) The potential of the COMET competence diagnostic model for the assessment and development of occupational competence and commitment, in technical vocational education and training. Bremen University, BremenGoogle Scholar
  17. Jessup G (1991) Outcomes: NVQ’s and the emerging model of education and training. The Falmer Press, LondonGoogle Scholar
  18. Keuvelaar-van den Bergh L (2013) Teacher feedback during active learning: the development and evaluation of a professional development program. Technische Universiteit Eindhoven, Eindhoven.  https://doi.org/10.6100/IR754854CrossRefGoogle Scholar
  19. Marope P, Chakroun B, Holmes K (2015) Unleashing the potential. Transforming technical and vocational education and training. UNESCO, ParisGoogle Scholar
  20. McClelland D (1973) Testing for competence rather than for intelligence. Am Psychol 28:1–14CrossRefGoogle Scholar
  21. McShane SL, Von Gilnow MA (2009) Organizational behaviour, 2nd edn. McGraw-Hill Irwin, New YorkGoogle Scholar
  22. Mourshed M, Farrell D, Barton D (2013) mckinseyonsociety.com/education-to-employment. Retrieved November 2013, from McKinsey Centre for Government: www.mckinsey.com/mcg
  23. OECD (2014) Report on the implementation of the action plan: giving youth a better start. OECD Council at Ministerial Level, ParisGoogle Scholar
  24. Owens J (2015) Hunting for multiskilled employees. Ind Eng 47(6):37–39Google Scholar
  25. Pedder D, James M (2012) Professional learning as a condition for assessment for learning. In: Gardner J (ed) Assessment and learning. SAGE, London, pp 33–48CrossRefGoogle Scholar
  26. Pettifor JL, Saklofske DH (2012) Fair and ethical student assessment practices. In: Webber CF, Lupart JL (eds) Leading student assessment, vol 15. Springer, Dordrecht, p 87Google Scholar
  27. Pink DH (2005) A whole new mind. Penguin Group, New YorkGoogle Scholar
  28. Rauner F (2010) Differences in the organisaton of apprenticeship in Europe: findings of a comparative evaluation study. In: Rauner F, Smith E, Hauschilldt U, Zelloth H (eds) INAP conference. II. LIT VERLAG, Berlin, pp 209–213Google Scholar
  29. Rauner F (2012) Applying the COMET competence measurement and development model for VET teachers and trainers. In: Akoojee S, Gonon P, Hauschildt U, Hofmann C (eds). LIT VERLAG: JohannesburgGoogle Scholar
  30. Rauner F, Heinemann L, Maurer A, Haasler B (2013) Competence development and assessment in TVET (COMET). (Vol. 16). (R. Maclean, Ed.) Dordrecht: Springer Science and Business MediaGoogle Scholar
  31. Scholz T, Heinemann L (2013) COMET learning tasks in practice – how to make use of learning tasks as vocational schools. Apprenticeship in a globalised world, pp 107–110. Johannesburg: LIT VERLAGGoogle Scholar
  32. Schön DA (1983) The reflective practitioner how professionals think in action. Basic Books, New YorkGoogle Scholar
  33. Statistics South Africa (2015) South African labour market: youth Q1:2008 Q1:2015Google Scholar
  34. Statistics South Africa (2018) Quarterly labour force survey. Q2:2018. STATSSAGoogle Scholar
  35. UNESCO (2017) UNESCO moving forward the 2030 agenda for sustainable development. Paris, France. Retrieved 2018, from http://en.unesco.org/sdgs
  36. Van den Berg L, Ros A, Beijaard D (2014) Improving teacher feedback during active learning: effects of a professional development program. (T. L. McCarry, Ed.). Am Educ Res J 51(4):772–809Google Scholar
  37. Webb A, Willis L (2010) Enhancing feedback for engineering students. Higher education academy engineering subject centre, Loughborough University, LeicestershireGoogle Scholar
  38. Wiener N (1948) Cybernetics: or control and communication in the animal and the machine, 2nd edn. MIT Press, Cambridge, MAGoogle Scholar
  39. William D (2011) EMBEDDED formative assessment. Bloomington: Solution Tree PressGoogle Scholar
  40. Williams R (2002) In: Fletcher C (ed) Managing employee performance. Cengage Learning, AndoverGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Institute for Post School StudiesUniversity of the Western CapeCape TownSouth Africa

Section editors and affiliations

  • Joy Papier
    • 1
  1. 1.University of the Western CapeCape TownSouth Africa

Personalised recommendations