ABSTRACT

Formative assessment, including vocational education and training (VET), has been included in the assessment regulations in Norway since 2006. This study examines how a continuing education course entitled Assessment for learning in vocational education (15 credits) might contribute to vocational teachers’ professional development related to assessment for learning. Qualitative data was collected in two stages from vocational teachers participating on the course. The findings reveal that perceptions of assessment for learning and vocational formative assessment practice are developed through the lens of the general study programmes and are dominated by academic subjects in upper secondary schools. However, assessment for learning is embedded in vocational learning and teaching and needs to be voiced in the educational discourse in schools related to formative assessment. Vocational teachers’ professional development in assessment for learning should be based on the characteristics and attributes of vocational learning.

摘要

形成性评估，包括职业教育和培训（VET），自 2006 年起已被纳入挪威的评估法规中。本研究探讨了名为“职业教育学习评估”的继续教育课程如何（15 学分）可能有助于职业教师与学习评估相关的专业发展。定性数据是从参加该课程的职业教师那里分两个阶段收集的。研究结果表明，对学习评估和职业形成性评估实践的看法是通过一般学习计划的视角发展起来的，并且以高中的学术科目为主。然而，学习评估嵌入到职业学习和教学中，需要在学校与形成性评估相关的教育话语中得到表达。职业教师学习评价专业发展应立足于职业学习的特点和属性。