In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to describe the tools used for assessment and what these make available to assess.
The data this paper is based upon are of three kinds: interviews with teachers, apprentices and supervisors, audio-recorded trilateral sessions for assessment, and the different kinds of documentations that were used as tools for follow up and assessment of students’ progress.
Most of the tools used were either various kinds of checklists that guaranteed the apprentices had participated in or observed specific activities or situations, or rating scales focusing students’ behaviour. In few cases the quality of aspects of students’ work – that is aspects of vocational knowing – was in focus. These findings are discussed in relation to aspects of the conditions for VET-teachers’ work.