ASSESSMENT NEEDS OUTCOMES IN VOCATIONAL EDUCATION PROGRAMMES

 Dlaitan (1996)  in agreement with prossr and wright (1962)  emphsiized  perfomance based teaching and learning process, whereby student acquire manipulative skills to perform in the real job sitattion. Vocational caruses there  on the capability   of students to perform the learned skills  ensuing and after  competing  the coruse of study. In the past and before  the development and ongoing implementation of the national  policy  education.  Educational assessment in secondary scholls was based on the result of one shoot examination

All  categories of occupations whether engineering , machine trades agriculture,  sales vocations etc are approached diffetnly in mtheods of assessing outcomes, the skills tught and learnt  vary from one occupation for natohter (see  prosser  thrain  no 12)
The national board for  technical education recommended the  development and  usage of   modules for effective teaching of skills and therefore performance based assessment in needed for the  modules when contain skills area to be taught to  technical  students in technical college  of education and the  polytechnics.  A module presents learning materials  interactively, making assessment performance based. The N.B.TE  (1991)  recommended  provided the following reasons for judiciously  recommending the  use of  college  form/ workshop  for evaluating technical  and polytechnic / technical student activities thus:
-         it provides  opportunities for practical training of studnts in workshop  practice,  repair and maintenance  of  implements  and machines power       
-         it  encourages and makes possible the constructuion of susful equipments
-         it  saves time and reduces  repair expeses by  eliminating trips  to repair shops outside the school farm workshop  or colleges.
-         It encourages  accumlation of useful look  and euipment
-         It privides for immediate corrections, and trails
-         It  enhances communication  linkage between the teacher and students and  gives personal satisfaction of a job well done  to the students and their teacher. 
Some  technical colleges and polytechnic/ collage  of technology  agric college  provided tractors, carentary,  electrical worskshops where practical are usually carried out with students.
The  issue of assessing students learning outcome in  college of education  and  universities ,  apart  from pencil and  paper tests which  is no long man.  They now emphasize on macro –device  micro teaching . students embra industrial attachment which areupervised and assessed  on their performance by industrial immediate supervisors. The  teaching practice in a normal situation are assessment  by school supervisor is another effective way of assessing  the professional competence   in teaching
Also   assessment of intended outcomes of students ausing  experiments  to  workshop  practice  depends on the result obtained from his  experiments or practices.
Students achievement should be measured on occupations  nor only through achievement tests, instead in skill  assessment  activities through performance measures in indules performance raised tests according to grea (1975)  pre the only tests  designed  to specifically  all directly the   actual  for  performance of studnt in the  ales taught
Performance based test involve 
i.                    Developing activity packages from the content of the programme to activities are organized in order to performance the allow for  easy assessment.
ii.                 Developing performance  objectives to guide the teacher in developing the items
iii.               Deleting appropriate psychomotor  domain creative /  specification for the activities
iv.               Constructing performance based multiple choice tests using the three parameters earlier  stated. Performance based tests have been standardized for assessing secondary school students in agriculture in Nigeria.
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