TVET Assessment

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The Role of TVET assessment in Trinidad and Tobago Assessment is a procedure of collecting evidence, making conclusions and drawing inferences about trainee accomplishment and performance. Spannela (2015) articulates that assessment is a critical step in the learning process. It determines whether or not the course's learning objectives have been met. A learning objective is what trainees ought to know or have the capacity to do by the time a lesson is concluded. Consequently, assessment influences numerous facets of education and training, including trainee grades, placement, and advancement as well as curriculum, instructional needs, and frequently, institutional funding. As Technical Vocational Education and Training (TVET) is more practical…show more content…
Assistance of trainees to become successful in their training should be an instructor greatest achievement. Assessment in TVET must always focus on the skills and competencies of the trainee. A more extensive range of assessment tools is needed to capture important learning goals and to more directly connect assessment to ongoing instruction. The most obvious reform has been to devise more open-ended performance tasks to ensure that trainees are able to reason critically, to solve complex problems, and to apply their knowledge in real-world contexts. In addition, if instructional goals include developing trainees’ metacognitive abilities, fostering important dispositions, and socializing trainees into the discourse and practices of skills development, then it is essential that classroom routines and accompanying assessments reflect these goals as…show more content…
For example, the Mechanical Engineering Technology (MET) at CXC has two components of paper and pencil test worth 60% of the final mark whilst the School base assessment (SBA) is only worth 40% of the total mark. Although this SBA component is sometimes influenced by other factors, this makes the assessment not as valid and reliable as it ought to be. The point here is that the assessment of this TVET subject is not performance base, which is what TVET is supposed to be like. In terms of the NEC, the full assessment is performed through paper and pen assessment strategies. Basically it has an essay type and an objective type component. There is absolutely no assessment done whereby a process or product can be measured. It must be distinguished that both of these assessments are high stakes assessment. In the TVET framework, knowledge, skills and attitude as outlined in Blooms Taxonomy of Learning(Cognitive, Psychomotor and Affective)must be assessed in order to satisfy the requirements of a country’s quest to become developed and for the 21st century global and knowledge
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