Improving sustainable assessment skills in vocational education

Abstract

In educational practice, assessment criteria are often formulated on a holistic level, not describing the desired performance students must be able to show. Above that, in schools for secondary vocational education students are often expected to select themselves the appropriate criteria for the learning tasks they are working on from a long list with all possibly relevant criteria. The question arises if students in senior vocational education, and especially novice students, are able to use these broadly formulated assessment criteria and to select the criteria that are applicable to particular learning tasks. This dissertation examines what kind of assessment criteria novice students in the domain of Nursing and Care need in order to develop sustainable assessment skills and to become competent professionals.