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A framework for analysing assessment in working life and vocational education
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0003-4858-0385
2019 (English)In: Nofa7 Abstracts, Stockholm University, 2019, p. 36-36Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.

Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.

Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.

When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.

Place, publisher, year, edition, pages
Stockholm University, 2019. p. 36-36
National Category
Educational Sciences
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-172471OAI: oai:DiVA.org:su-172471DiVA, id: diva2:1347552
Conference
NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019
Available from: 2019-09-01 Created: 2019-09-01 Last updated: 2019-09-02Bibliographically approved

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