Information on the scope of the learning outcomes that can be confirmed by observation in real-life conditions is for guidance only. Scope of the learning outcomes that may be assessed using the method Scope of the learning outcomes that may be assessed using the method When used as an auxiliary method, only some learning outcomes are observed, mainly from the category of social competences and skills. In contrast, this method was used, often in combination with others, in 10 countries in the assessment stage. Observation was very rarely (1 country) selected in the documentation stage. According to data from 2016, three out of the 34 countries in the study used this method to identify learning outcomes. This is confirmed by research conducted by Cedefop (an agency supporting the development and promotion of vocational education and lifelong learning in the European Union). Most often this method is used in the assessment stage. In the documentation stage, completed observation sheets (or other forms of recording the results of observations) can be evidence of the candidate's learning outcomes. Observation – and specifically different techniques of this method – can be used at all stages of validation.Īt the identification stage, it serves to recognise the candidate's knowledge, skills and social competences. Validation stages in which the use of the method is recommended Validation stages in which the use of the method is recommended More information about different variations of observation can be found in the "Example techniques" section. Observation in real-life conditions can take various forms. To identify other categories of learning outcomes, observation should be combined with other methods. However, it is most accurate when it assesses learning outcomes that can be directly observed (skills). Observation in real-life conditions allows information to be collected on learning outcomes from all three categories: knowledge, skills and social competences. This method can be used not only in the case of sectoral or craft qualifications, but also artistic and sports qualifications. Frequently, the candidate's activities in the workplace or a part of his/her work are the subject of the observation, if such specific activities are important for a given qualification. In various European countries, this method is most often used to identify or confirm selected learning outcomes. Observers, however, largely influence the processes of collecting and analysing information about the learning outcomes achieved by the candidate. The person observing – usually the assessor – has limited influence on the conditions in which the observation is conducted, because they are provided by someone else (usually the employer). Observation in real-life conditions analyses a candidate's performance in the actual conditions of doing the tasks specified in the description of a qualification. This means that validation personnel must have completed proper training. He/she cannot base the assessment on intuition or beliefs based on observations of the candidate's work in other conditions. The observer should collect observations showing that the candidate can perform the given assignments. Observation can be applied to all social competences at every PQF level in all its descriptive categories: following rules, cooperation, and responsibility. However, the more complex the learning outcome (the higher the PQF level), the more time-consuming and expensive the observation can be. Observation is useful in confirming all skills acquired at each PQF level. This method is most often used in the assessment stage.Īn appropriately long observation allows learning outcomes to be recognised relating to the tools and materials used in the workplace. In the documentation stage, completed observation sheets (or other forms of recording the results of observations) can be evidence of the candidate’s learning outcomes. At the identification stage, it serves to recognize the candidate's knowledge, skills and social competences.
0 Comments
Leave a Reply. |