scholarly journals Construction Industry Training Assessment Framework

2021 ◽  
Vol 7 ◽  
Author(s):  
Hazem Jadallah ◽  
Carol J. Friedland ◽  
Isabelina Nahmens ◽  
Charles Pecquet ◽  
Charles Berryman ◽  
...  

The construction industry suffers from a lack of structured assessment methods to consistently gauge the efficacy of workforce training programs. To address this issue, this study presents a framework for construction industry training assessment that identifies established practices rooted in evaluation science and developed from a review of archival construction industry training literature. Inclusion criteria for the evaluated studies are: archival training studies focused on the construction industry workforce and integration of educational theory in training creation or implementation. Literature meeting these criteria are summarized and a case review is presented detailing assessment practices and results. The assessment practices are then synthesized with the Kirkpatrick Model to analyze how closely industry assessment corresponds with established training evaluation standards. The study culminates in a training assessment framework created by integrating practices described in the identified studies, established survey writing practices, and the Kirkpatrick Model. This study found that two-thirds of reviewed literature used surveys, questionnaires, or interviews to assess training efficacy, two studies that used questionnaires to assess training efficacy provided question text, three studies measured learning by administering tests to training participants, one study measured changed behavior as a result of training, and one study measured organizational impact as a result of training.

2021 ◽  
Vol 7 ◽  
Author(s):  
Hazem Jadallah ◽  
Carol J. Friedland ◽  
Isabelina Nahmens ◽  
Charles Pecquet ◽  
Charles Berryman ◽  
...  

Workforce training is needed throughout the construction industry to create and maintain competent workers; unfortunately, most construction training and education research focuses on university student education. Integrating education science theory into construction training has the potential to improve industry training, but the status of this integration has not been well articulated. To address this gap, this article undertakes a state-of-the-art review of education theory–integrated construction training for current industry professionals. To measure the extent of educational theory integration, this article identifies and summarizes studies that meet inclusion criteria, identifies the frequency of occurrence of Bloom’s Taxonomy verbs as a measure of student learning outcomes, and identifies and compares commonly used words within the identified construction training literature and foundational educational theory literature. This article presents a systematic review of published construction workforce training studies that have incorporated educational theory in the design and implementation of the training. The results reveal that, of the 15 construction training studies that met the inclusion criteria, two-thirds (2/3) focused on worker safety and only three studies (20%) targeted managers or designers. Fewer than 35% of terms that were identified as frequently used terms in the published construction training studies were categorized as educational. The results of this study provide a baseline of education theory–integrated construction training research, from which gaps and best practices can be identified and implemented to improve construction industry training.


2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  

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.


Author(s):  
Maria Brunette ◽  
Carlos Evia ◽  
Peter Hoonakker ◽  
Brian Kleiner ◽  
Elizabeth Haro ◽  
...  

This panel will focus on addressing the current challenges of the construction industry within the context of Macroergonomics field research. Organizational, systemic and cultural strategies to overcome these challenges will be described. A brief introduction focusing on the unique characteristics of the construction industry and how they relate to the macroergonomics approach will be provided followed by a comprehensive overview of the breadth of the problem. Panelists will highlight successful projects or approaches related to cultural issues, immigrant and aging workforce, training effectiveness and safety culture that have a great potential to enhance safety and health in the construction industry.


2010 ◽  
Vol 12 (1) ◽  
pp. 147 ◽  
Author(s):  
Diane R. Collier

The beginning years of school are crucial to children’s early development as writers. As children learn to write, they transform themselves. This review of literature focuses on children’s journeys to becoming writers through a range of qualitative research studies. These studies identify how children who are beginning to write in extended ways and to construct their identities as writers are often constrained in classroom contexts, particularly within a larger climate of standardized assessment. The ways in which writing practices (including classroom relationships and assessment practices) contribute to children’s development as writers and possibilities for transformed practice are discussed.


Author(s):  
Andriel Evandro Fenner ◽  
Shirley Morque ◽  
James Sullivan ◽  
Charles J. Kibert

2020 ◽  
Vol 14 ◽  
pp. 112-136
Author(s):  
Elizabeth Bond ◽  
◽  
Geoff Woolcott ◽  
Christos Markopoulos ◽  
◽  
...  

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school approach to embedding practice that is owned and developed by teachers. The approach outlined in the framework, therefore, is designed to integrate formative assessment practices within a school system context, providing advice and support to school leaders and teachers. The framework in practice should act to enable teachers and students to develop new understandings and perspectives about each other and the nature of teaching and learning, as well as ways to implement new practices of teaching and learning supported by reflective modes of active participation.


Buildings ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. 384
Author(s):  
Gulzhanat Akhanova ◽  
Abid Nadeem ◽  
Jong R. Kim ◽  
Salman Azhar ◽  
Malik Khalfan

The use of building information modeling (BIM) for building sustainability assessment (BSA) is a thriving topic within the architecture, engineering, and construction industry. Despite the various research approaches to employing BSA with BIM support, the research is limited to the BIM implications of BSA methods in developing countries. This paper presents how BIM can assist the BSA processes in Kazakhstan, using a previously developed building sustainability assessment framework for Kazakhstan (KBSAF). This framework has 46 assessment indicators grouped into nine assessment categories. The categories and assessment indicators of KBSAF were derived considering the regional variations and country-specific differences in the assessment factors. In this paper, BIM functions for BSA were identified through literature review; their applicability for KBSAF was evaluated by mapping the functions with the assessment indicators of KBSAF and a BIM-based BSA framework (BIM-KBSAF) was proposed. The proposed framework was validated through a three-round Delphi survey. One of the results demonstrates that for KBSAF, BIM can assess 24 out of 46 assessment indicators. The proposed framework could serve as a systematic guide to the application of BIM for BSA. Furthermore, it can facilitate the BSA process and save considerable time and effort.


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