European developments in designing and delivering outcome-oriented curricula in VET: trends and challenges
preliminary results based on presentations at the 3rd International Workshop on Curriculum Innovation and Reform: "Changing Assessmentto improve learning outcomes” – April 2012
Zoica Vlăduț, Deputy Director NCTVET21 – 22 June 2012
European developments in designing and deliveringoutcome-oriented curricula in VET: trends and
challenges
32 countries
Study elaborated by the University of Warwick (England)
A key issue- the terminology used by different countries
Trend-all EU countries use ”learning outcomes”
Main aspects:
Policy in relation to outcomes-orientated curricula: rationale, progress
Design process and stakeholder contribution
Formulation of knowledge, skills and competences in written curricula – other components of written curricula
Taught curricula – teaching and learning styles, environments, good practice
Theoretical model of the outcomes-orientated approach: articulating labour market and IVET
General Educational Objectives Research and consultation Labour market Occupational standards
Qualification standards Educational standards Assessment
Validation Training programme Certification
Teaching and learning in IVET
Designing curriculum
IMPORTANT who elaborates each document and if it is a systematic development and updating process
Occupational standards Competencies
Qualification standards
Learning outcomes
Educational standards
Learning outcomes transposed in modules
Learning programme
Modules transposed in time, classes, allocation of teachers, at the training provider
Outcomes-orientated curricula at policy level:
rationales
Overarching Goals Operational Objectives
NQFs and credit transfer systems (EQF &ECVET) Validation systems
Modularisation Modernisation, rationalisation,
simplification Permeability
Quality Provider autonomy
Inclusion Learner centredness
Start with ‘occupational competences’ and translate them iteratively into ‘learning outcomes’ that make sense for the purposes of teaching, assessing and recognising learning
Incorporate other learning outcomes, e.g. drawn from subjects, statements of generic skills and other educational goals
Engage various stakeholders and structure and co-ordinate their engagement in the design process
Curriculum design
Representation in the design process
working groups – specialised, general, permanent
consultation – procedures, how extensive?
governance – government, sector, shared (e.g. tripartite)
value-added by representation
responsiveness of outcomes-orientated curricula
role of experts - fluency in ‘learning outcomes’ (talking and drafting)
Issues: employer engagement, cost, time, sustainability, conflicts of interest
Formulating learning outcomes
Influences the way of teaching and evaluation
Grouping the learning outcomes is important
Number and specificity of learning outcomes determines curriculum granularity
High: less 10 h/ LO Medium: 10h<LO<20h Low: more then 20h/LO
Key competences – generic skills
Separate in curriculum and separately taught and assessed through ‘subjects’, e.g. Sweden, Czech Republic
Separate in curriculum but can be jointly taught and assessed, e.g. Finland
Combined with vocational outcomes within units or in particular learning outcomes in curriculum, e.g. Germany/The Netherlands
Mixed approach to key competences in one curriculum, e.g. France
Taught curriculum: Learner- centred approaches
Project-based learning, group learning, open learning, authentic learning, work simulation, workbased learning, experiential learning are favoured by many teachers and learners
Supported by: pedagogical guidance new teaching and learning resources professional development for teachers collaboration with employers use of IT
Constrained by: time, equipment, rooms, lack of work placements, old textbooks
Conclusions
Development of innovative pedagogiesdiverse approacheschanging teacher practices – networks…formative assessment – learner perception of outcomes?work-based and collaboration with employers
Curricula and the autonomy of teachers and schoolsHow does this autonomy work best?How are quality and validity assured?
InclusivityEU inclusion goalsPedagogy, careers, recruitment and learning support
Assessing Learning Outcomes in VET in Europe: Policies, Practices, and Prospects (interim stage)
Focus on summative assessment
Trend – make evaluation more independent of the learning place (EQF)
Mutual trust is the key
Study goal- comparative analysis of the assessment methodologies- how much they focus on LO, what are the strengths, weaknesses, if LO influence assessment
Assessment methods
A lot of various assessment approaches are discussed within the scientific debate, but mostly not (yet?) applied in practice: Psychometric methods to measure competence Computer-based simulations
Predominantly applied in practise: (standardised) knowledge tests, Performance-based assessment:
- via observation of the fulfillment of (small) tasks on the job and demonstrations - via assessment of professional projects, oral presentations
An upcoming method is assessment via portfolios, mainly related, mai ales ref. la competențe cheie (Slovenia)
Assessors (1)
The identified groups of assessors are:• Teachers• Company trainers• Professionals• Chamber representatives• Representatives of social partners• Verifiers and witnesses• Representatives of local bodies
Having a look at the actual expertise of individuals representing these groups, it has turned out that they mainly can be assigned to two groups: Teachers and people with professional work experience in the relevant field.
Assessors (2)
It could appear that a stronger representation of the
external side already delivers a guarantee for a better
orientation to the needs of professional practice, but
this is not necessarily the case: It is important not
only to consider who assesses, but how and what
she/he assesses and in which context. Thus, balance
between external and internal assessment is not a
quantitative, but a conceptual requirement.
Findings: The scope of assessment (1)
Relationship to quality criteria
Most important quality criteria seem to be reliability and validity.
The more assessment is related to a holistic concept of professional work, it has to deal with the fulfillment of tasks that include the ability to deal with unforeseeable and therefore not reproducible situations; this contradicts the principle of reliability, which is certainly better achieved by providing standardized tasks for assessment: The smaller the tasks are, the better they can be standardised and assessed, but beyond a wider professional context their authenticity is reduced, and this is against the principle of validity. Countries take/consider measures to address this.
Findings: Innovation
Innovation can be observed with regard to the establishment of assessment cultures, combining elements of assessment (responsible assessors, assessment in authentic contexts etc.), including approaches developed beyond the nationalcontext at hand as new assessment methods; balancing teachers’ assessment and external assessment, organising assessment in progressive and more flexible ways, strengthening importance of formative assessment withinbroader assessment frameworks in the national context.
Questions How can be established a quality culture of the assessment which combines different elements (assessors, institutional responsibilities, methods ?
What to do to eliminate the gap between scientific debate, educational reforms and practice in the field?
How can be developed the relation between curriculum and assessment to support innovation?
What to do to support the independence of the assessment institutions (how to ensure trust) ?
Other considerationsEvaluation does not meant to exclude students with bad results (means equity, quality, inclusion, cohesion, correctness)
Evaluation must inform curriculum
Evaluation in small steps or holistic evaluation
Role and teachers performance – they must understand the students diversity
Evaluation focusses on the possibility to use LO in new contexts
Evaluation focussed on what can be measuread - usually complex competencies cannot be evaluated
Evaluation can reduce creativity and critical analysis