ABSTRACT Vocational education aims at preparing students for their future as professionals; thus, students are often required to undergo a form of on-the-job learning. Assessment of professional performance during on-the-job learning is not based on single observations, but on prolonged participation at the workplace culminating in judgement by a workplace educator. However, little is known about how educators reach a judgement. This paper, therefore, aims at exploring how educators inform their judgements about students’ professional performance. We consider the workplace to be a participatory learning environment, which entails that judgement about professional performance should be made in relation to the community students participated in and that the educator from that community has a central role. Our study takes an explorative approach based on interviews and uses template analysis to generate insight. Findings revealed that educators use multiple strategies to gather and process information about students to inform their judgement. Findings also showed that assessment starts at the first meeting, when the educator forms a first impression of the student and judges whether or not the student is suitable for the job. Educators at the workplace also showed that they are aware of the context in which they form their judgement.

中文翻译：

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探索工作场所的教育者如何告知学生对他们专业表现的判断

摘要职业教育旨在为学生做好职业前途的准备；因此，经常需要学生进行某种形式的在职学习。在职学习期间对专业绩效的评估不是基于单个观察，而是基于长期参与工作场所而最终导致工作场所教育者的判断。但是，对于教育者如何作出判断知之甚少。因此，本文旨在探讨教育者如何告知学生对学生专业表现的判断。我们认为工作场所是一种参与式学习环境，这意味着应根据参与的社区学生做出关于专业表现的判断，并且来自该社区的教育者应发挥核心作用。我们的研究采用基于访谈的探索性方法，并使用模板分析来产生洞察力。调查结果表明，教育者使用多种策略来收集和处理有关学生的信息，以帮助他们做出判断。调查结果还表明，评估是在第一次会议上开始的，这是由教育者对学生产生第一印象并判断该学生是否适合这份工作。工作场所的教育者还表明，他们知道自己形成判断的环境。当教育者对学生产生第一印象并判断学生是否适合这份工作时。工作场所的教育者还表明，他们知道自己形成判断的环境。当教育者对学生产生第一印象并判断学生是否适合这份工作时。工作场所的教育者还表明，他们知道自己形成判断的环境。