Assessment and Feedback in Vocational and Higher Education

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 After the assessment and feedback on our blog posts from our peers, we delved into the same topic from a vocational and higher education perspective. The webinar on 2.11.2022 was more academically structured and provided us the opportunity to learn around the topical areas such as the link between learning theories and assessment methods, how different assessment methods work, what is the role of guidelines regulating education in assessment and feedback and lastly to develop an understanding around the goals and intended outcomes of assessment and feedback. Even though the discussion sessions followed a different flow in terms of topics discussed, for this post, I would reflect on first the guidelines, followed by the role of theories and then move on to discuss the common assessment and feedback methods and then the goals and intended outcomes of assessment and feedback.

Reflection on Discussed Topics

During the regulation discussion, we spent a significant amount of time learning about the evolution of the Finnish education system. Later on, we talked about various governmental bodies and their roles in governing the educational system. We focused on the "qualifications frameworks" provided by the Finnish National Agency for Education from the standpoint of assessment. The Finnish National Framework for Qualifications (FiNQF) describes the qualifications, curricula, and other extensive competence modules that comprise the Finnish national education system. Qualifications, syllabi, and other comprehensive competence modules are classified into eight levels based on the required competencies. The competencies acquired at each level are specified in the Government Decree, and the level descriptors are consistent with the European Qualifications Framework level requirements. Therefore, for the purpose of designing the “assessment and feedback” methods it is important that these are inline and enable the proper development of the required competencies at the corresponding level.

one of the major cornerstones of competence-based learning is that the role of instructors and teachers is more of a guide and that learners co-create knowledge and develop skills and competencies in interaction with their peer as well as workplaces. With this understanding we learned about formative and summative feedback (Black, 1993) and assessment in relation to different learning theories. The consensus among the participants of was that different learning theories (Behaviorist (Araiba, 2019).​, Constructivist (Mercadal, 2018).​, Connectivism (Skinner 1985).​, Socio-cultural​, Humanist) and resultant feedback approaches (formative and summative) work well when used in a blended fashion rather than individually. Since competence development has multiple objectives therefore to assess domain knowledge summative assessment might be more suitable but at the same time there is an other element of socio-cultural interactions irrespective of the knowledge domain therefore the assessment shall also include parameters to assess engagement and continuous development thereafter.

That brings us to the assessment methods. While we discussed a range of assessment methods such as reflective dairies, project work, portfolio development, written assignment and demonstrations, the key take away was to focus on the questions who is the assessor, when are they assessing, what is the purpose of assessment and how that assessment is communicated. By answering these questions, one is able to combine the knowledge of the theories, assessment methods and their influence on the learning goals within the guidelines.   

Copyright Group 4, 2022 Cohort
 

Synthesis

Overall, I believe my understanding is that feedback and assessment have many operational parts that are drawn from theories and guidelines focused on ensuring competence development; however, at an abstract level, these are the "Motivational tools" at the disposal of teachers, and they shall be used to aid students' learning processes.

 Feedback on the session and Discussion

To begin the discussion on feedback and assessment, our group used a somewhat unconventional video. While working in the group, we were unaware that it was violent in nature, which we should have informed the participants about. One of our group members did take this precaution, but I did not. This was a good learning opportunity for me during our program teacher's feedback at the end of the session. Either avoid using such content or notify participants ahead of time. Another important takeaway for me was that while we may believe that certain aspects of competence demonstration are necessary, teachers and other cohort members may not agree. We discussed Finnish educational development from a historical perspective in one of the groups, but many of us saw it as adding little value to developing an understanding of the rules and regulations.

.......

References

The Finnish National Framework for Qualifications Available at: https://www.oph.fi/en/education-and-qualifications/qualifications-frameworks

Black, P. J. (1993). Formative and summative assessment by teachers.

Skinner, B. F. (1985). Cognitive science and behaviourism. British Journal of Psychology, 76(3), 291–301. https://doi.org/10.1111/j.2044-8295.1985.tb01953.x

Mercadal, T. (2018). Social constructivism. Salem Press Encyclopedia.

Araiba, S. (2019). Current Diversification of Behaviorism. Perspectives on Behavior Science, 43(1), 157–175. https://doi.org/10.1007/s40614-019-00207-0


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