Australian TAFE Assessment Practices: Confusing Relevance and Responsiveness

1994 ◽  
Vol 38 (2) ◽  
pp. 118-138 ◽  
Author(s):  
John Stevenson ◽  
Irene Brown
Keyword(s):  
World View ◽  
Assessment Practices ◽  
Cognitive Structures ◽  
Australian Government ◽  
World Views ◽  
Skill Formation ◽  
Competency Based ◽  
Vocational Courses ◽  
Current Practices

There are two contrasting world views discernible in contemporary Australian government skill-formation literature: one which recognises the need for the development of underlying cognitive structures and interpersonal attributes for the workplace; and one which values the development of pre-specified observable skills, as in competency-based training. This study examines TAFE assessment practices across Australia, as an indicator of the extent to which each view is represented in practice. The study found that, for initial vocational courses, some practices accord more with the latter world view than with the former; but, for non-vocational courses, there was a greater balance in approaches to assessment and relatively more emphasis on assessing some increasingly important workplace attributes. The implications of some current practices are that TAFE graduates entering the workforce may be inept when required to adapt, solve problems or innovate.

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

A Scientific World-View of Nature and Environmental Problem with a Special Concentration on Seyyed Hossein Nasr’s Understanding of Environmental Sustainability (Perspektif Sains terhadap Krisis Alam dan Persekitaran: Pemikiran Seyyed Hossein Nasr tentan)

2018 ◽  
Vol 15 (2) ◽  
pp. 312-328
Author(s):  
Md. Abu Sayem
Keyword(s):  
Environmental Sustainability ◽  
World View ◽  
Modern Society ◽  
Ecological Crisis ◽  
Environmental Crisis ◽  
World Views ◽  
Renaissance Humanism ◽  
Spiritual World ◽  
Scientific World ◽  
European Renaissance

The present paper attempts to expose how the scientific world-view of nature contributes to the present environmental crisis. Alongside this, it relates European Renaissance, humanism, secularism, the scientific and industrial revolutions, modern philosophy, scientism, technology-based modern life, consumerism-based modern society, etc. with current environmental problems. By focusing on Nasr’s traditional understanding of nature, the paper explores how materialistic and mechanistic world-views are deeply connected with the present ecological crisis. It also offers a critical analysis of Nasr’s spiritual and religious world-view of nature and examines its relevance. In doing so, it aims to highlight some demerits of the present world-view, and to call to reform current perceptions of nature by revitalizing traditional wisdom in order to protect the environment from further degradation. Thus, the paper is scholarly addition to the ongoing discourse on the issue of religions and the environment. Keywords: Eco-theology, Environmental Degradation, Materialistic and Mechanistic Views of Nature, Scientism, Spiritual Crisis of Modern humans, Religious and Spiritual World-Views.   Abstrak Kertas kajian ini menerangkan bagaimana pandangan saintifik telah menyumbang kepada krisis alam sekitar semasa. Disamping itu, kertas ini akan menhubungkaitkan Gerakan Revolusi Humanisma di Eropah, sekularisme, revolusi  sains dan perindustrian, falsafah moden, saintisme, kehidupan moden yang berasaskan teknologi, masyarakat moden yang berasaskan consumerisme, etc. dengan krisis alam sekitar yang berlaku dewasa ini.  Dengan memahami pandangan Nasr terhadap alam sekitar, kertas ini akan merungkai bagaimana pandangan materialistik (kebendaan) dan mekanistik mempengaruhi krisis ekologi masa kini. Ia juga akan menganalisa pandangan spiritual dan agama Nasr terhadap alam sekitar secara kritikal dan akan menilai sejauh mana kesesuaiannya. Dengan sedemikian dapat menyedarkan manusia tentang kecacatan pandangan semasa, yang kemudiannya akan membawa kepada pembaharuan persepsi mereka terhadap alam sekitar dengan cara menghidupkan semula nilai-nilai tradisional demi mengelakkan kemerosotan alam sekitar. Kertas ini akan memuatkan idea-idea para cendiakawan dalam membincangkan isu  berkaitan agama dan alam sekitar. Kata Kunci: Eko-Teologi, Kemerosotan Alam Sekitar, Pandangan Materialistik dan Makanistik terhadap Alam, Saintisme, Krisis Spiritual Manusia Moden, Perspektif Spiritual dan Agama.

World View Differences between Clients and Counselors

1986 ◽  
Vol 67 (9) ◽  
pp. 533-541 ◽  
Author(s):  
Jean E. Lotting ◽  
Claudia Zundel
Keyword(s):  
World View ◽  
World Views ◽  
The World

Derald Wing Sue posited a “world view” model derived from the related concepts of loci of control and responsibility to explain differences in perspective between clients and counselors. The authors present findings that suggest that the world views of clients and counselors differ, but not as Sue proposed.

Religion, Science, and Environment

2003 ◽  
Vol 16 (1) ◽  
pp. 67-88
Author(s):  
Michael T. Seigel
Keyword(s):  
New World ◽  
World View ◽  
Environmental Movement ◽  
Science And Religion ◽  
Social Structures ◽  
Symbiotic Relationship ◽  
Christian Tradition ◽  
Human Beings ◽  
World Views ◽  
The Real

Much theological discussion of ecology has focussed on responding to criticism such as that of Lynn White, but there are aspects of Christian tradition that need more attention: the loss of a sense of symbiotic relationship between humanity and nature, and the belief that human beings can effectively and harmlessly manipulate nature to their own ends. The viewpoint of White and many other ecological thinkers that our behaviour derives from our world-views and religiosity has set substantial portions of the environmental movement in search of a new world-view and a new religiosity. If, however, our world-views and religiosity derive, even in part, from our social structures and therefore ultimately from our behaviour, then we must also focus on changing these. The question of science then is not only whether it is sufficiently holistic but also whether it can contribute to determining appropriate behaviours and social structures. Dialogue between science and religion has already come a long way in terms of developing new world-views. It is necessary now that they work together to guide and motivate the real decisionmaking processes in politics, economics, and so forth.

Assessment Practices in Rehabilitation Counseling

1984 ◽  
Vol 15 (3) ◽  
pp. 9-14 ◽  
Author(s):  
Norman L. Berven
Keyword(s):  
Rehabilitation Counseling ◽  
Assessment Process ◽  
Assessment Practices ◽  
New Developments ◽  
Assessment Technology ◽  
Current Practices

The assessment, process and practices in rehabilitation counseling are discussed. Major aspects of the assessment process are conceptualized as the gathering of data, the interpretation and synthesis of data, and the translation of data into case service decisions. Current practices are examined, as well as new developments in assessment technology and research needed to further advance assessment capabilities.

Current Practices in the Assessment of Students with Severe Handicaps

1987 ◽  
Vol 12 (4) ◽  
pp. 264-273 ◽  
Author(s):  
Jeff Sigafoos ◽  
David A. Cole ◽  
Ralph J. McQuarter
Keyword(s):  
School Districts ◽  
School Children ◽  
Assessment Practices ◽  
Technical Adequacy ◽  
Alternative Strategies ◽  
Current Assessment ◽  
Severe Handicaps ◽  
Criterion Referenced ◽  
Selection Of ◽  
Current Practices

Little if any documentation exists regarding the types of tests currently used with students with severe handicaps. The purpose of this study was to estimate the frequency with which specific tests were administered to public school children with severe handicaps. The cumulative school files of 143 students (ages 6 years 5 months to 20 years 10 months) with severe handicaps from five metropolitan school districts were examined to determine what tests were administered to these students. Reliability, validity, norming characteristics, and the type of test for each device was determined. Results of the investigation indicated that (a) there is a lack of technically adequate norm-referenced tests appropriate for students with severe handicaps, (b) the technical adequacy of tests does not appear to be a major determinant in the selection of tests, and (c) criterion-referenced tests and adaptive behavior measures are used less frequently than suggested by the literature. Continued documentation of current assessment practices is recommended to determine the generality of the findings, the prevalence of alternative strategies, and the variables that influence current practices.

Exploring K-12 Competency-Based Education Implementation in the Northeast States

2019 ◽  
Vol 103 (4) ◽  
pp. 300-329 ◽  
Author(s):  
Carla M. Evans ◽  
Suzanne E. Graham ◽  
Melissa L. Lefebvre
Keyword(s):  
Exploratory Study ◽  
Secondary Principals ◽  
Education Policies ◽  
Competency Based Education ◽  
Policy Context ◽  
Competency Based ◽  
Key Features ◽  
Barriers And Challenges ◽  
K 12 ◽  
Current Practices

This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.

scholarly journals Does anything we do matter forever?

2019 ◽  
pp. 1-18
Author(s):  
T. J. MAWSON
Keyword(s):  
World View ◽  
World Views

AbstractIn this article, I consider the question of whether or not any action we perform matters forever. I distinguish two senses of mattering, which I call ‘relative’ and ‘non-relative’ mattering; and I argue that the answers one should give to the questions of whether or not anything we do matters forever in these senses depend on one's world-view. I thus consider the questions from an atheistic naturalistic world-view and from two variants of the theistic world-view. Finally, I argue that on any plausible variants of these world-views, we either are already in or will end up in a state where nothing we do matters forever in the non-relative sense. And I consider whether or not it matters now that this is where we are or will end up. I conclude that on atheistic naturalism and on one variant of theism, it doesn't non-relatively matter now and on another variant of theism it does non-relatively matter now. I conclude that, on both variants of theism, it relatively and non-relatively matters at the time it obtains.

scholarly journals “Languaging” tacit judgment in formal postgraduate assessment: the documentation of ad hoc and summative entrustment decisions

2020 ◽  
Vol 9 (6) ◽  
pp. 373-378 ◽  
Author(s):  
Anneke van Enk ◽  
Olle ten Cate
Keyword(s):  
Medical Education ◽  
Ad Hoc ◽  
Published Data ◽  
Assessment Practices ◽  
Competency Based Medical Education ◽  
Empirical Inquiry ◽  
Competency Frameworks ◽  
Gut Feelings ◽  
Written Form ◽  
Competency Based

AbstractWhile subjective judgment is recognized by the health professions education literature as important to assessment, it remains difficult to carve out a formally recognized role in assessment practices for personal experiences, gestalts, and gut feelings. Assessment tends to rely on documentary artefacts—like the forms, standards, and policies brought in under competency-based medical education, for example—to support accountability and fairness. But judgment is often tacit in nature and can be more challenging to surface in explicit (and particularly written) form. What is needed is a nuanced approach to the incorporation of judgment in assessment such that it is neither in danger of being suppressed by an overly rigorous insistence on documentation nor uncritically sanctioned by the defense that it resides in a black box and that we must simply trust the expertise of assessors. The concept of entrustment represents an attempt to effect such a balance within current competency frameworks by surfacing judgments about the degree of supervision learners need to care safely for patients. While there is relatively little published data about its implementation as yet, one readily manifest variation in the uptake of entrustment relates to the distinction between ad hoc and summative forms. The ways in which these forms are languaged, together with their intended purposes and guidelines for their use, point to directions for more focused empirical inquiry that can inform current and future uptake of entrustment in competency-based medical education and the responsible and meaningful inclusion of judgment in assessment more generally.

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