An assessment innovation as flywheel for changing teaching and learning

Abstract

This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers' expectations of students, changing studentteacher interaction patterns, and developing teachers' practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.

Evaluating competence-based vocational education in Indonesia

“…Successful school innovation depends on how teachers interpret the underlying concepts and practices, and then translate their new knowledge and skills into actual teaching and learning conditions and activities. Only when provided proper implementation support can schools implement the CBE curriculum as intended (Gulikers, Runhaar, and Mulder 2017).…”

Work-based assessment at vocational high school in Indonesia

“…Gulikers (2017) state that was building up practical knowledge of competencies and how to assess them should be at the heart of future interventions and professional development. The discussion includes the aspects of the development of competency standards, curriculum development, development of learning in VHS and industry, development of assessment on VHS in Yogyakarta.…”

Students’ learning experience in a multidisciplinary innovation project

“…Hero et al, 2017;Nielsen, 2015;Edwards-Schachter et al, 2015;Montani et al, 2014;Waychal et al, 2011;Chatenier et al, 2010;Bruton, 2011;Arvanitis and Stucki, 2012;Avvisati et al, 2013;Vila et al, 2014). As competence gets its meaning in the specific context in which it is used (Gulikers et al, 2017;Wesselink et al, 2017), a difference between the experience of authentic work and classroom assignments is evident. E.g.…”

“…Third, the teacher can translate practical work into understanding the professional competence developed during the project. To promote learning, tutoring and integrated assessment could operationalise the meaning of the competencies within the specific situation more clearly (Gulikers et al, 2017;Wesselink et al, 2017), not regard them as quantitatively measurable absolutes that are tested in the end of the project (cf. Keinänen and Oksanen, 2017).…”