Research on “Connecting with Secondary Vocational and Undergraduate Transition Examination” of Preschool Education Specialty Based on Ability Orientation

Abstract

Transition examination is the key link of “Connecting with secondary vocational and undergraduate” talent training, which affects the quality of talent training. Based on the study of the characteristics of “Connecting with secondary vocational and undergraduate” talent training, this paper puts forward the basic principles of “Connecting with secondary vocational and undergraduate transition examination” design. Focusing on kindergarten teachers' professional competence, a competency-oriented transition examination core evaluation system has been formed. The “comprehensive quality test” and “education hotspot evaluation” projects pay attention to the evaluation of students' comprehensive ability. Using “learning bank,” the process evaluation is carried out, and students' learning achievements in the first three years are brought into the transition examination core system, so that learning is motivated. Practice has proved that the comprehensive ability assessment-oriented transition evaluation is effective. The results are mainly reflected in the transformation of talent training from short-term exam-oriented education to long-term ability training. The classroom is dynamic, the teaching quality is high, the students' comprehensive quality is high, the development potential is sufficient, the teachers' achievements are outstanding, and the curriculum construction is fruitful.

Effects of High Frequency of Examinations on Choice of Pedagogical Approaches in Kakamega County, Kenya

“…The academic proficiency of students who successfully complete national examinations may not necessarily reflect their true academic abilities, as their success may be attributed to rigorous and unethical practices, such as excessive drilling and dishonest tactics like cheating. Several students who enroll in Kenyan Universities to study medicine and applied sciences leave their studies before their second year because they cannot keep up with the demands of the courses despite their quality grades in KCSE examinations (Li & Han, 2022). Although some students may be able to succeed with such courses, the quality of their human resources is always sub-standard, and little productivity can be expected from them due to their subpar performance (Haertel 2013).…”

“…One of the contributing factors to the substandard quality of education in Kenya is over-emphasis on examinations. Li and Han (2022), argued that schools disregard aspects of the curriculum that are core but not examined within the curriculum. Educators adopt a selective approach in addressing the curriculum content, focusing mainly on subjects and topics that are commonly examined in national examinations while disregarding non-examined subjects and topics.…”

“…Educators adopt a selective approach in addressing the curriculum content, focusing mainly on subjects and topics that are commonly examined in national examinations while disregarding non-examined subjects and topics. Li and Han (2022) established that co-curricular activities like games, theater, and music are ignored to allow more time for students to study examined subjects. If these concerns are not resolved, they are likely to have a negative impact on curriculum implementation.…”