Assessment In Practice: An inspiration from apprenticeship

Abstract

The paper investigates the relationship between assessment and learning through an empirical study of apprenticeship training. The paper suggests that well‐established modes of learning, which facilitate meaningful assessment in apprenticeship training, present an “antidote” to a traditional emphasis on assessment as selection and control. In contrast to rejection of apprenticeship modes of assessment as being inappropriate and obsolete at the present time, the paper suggests that the concept of apprenticeship assessment can be seen as a highly attractive and effective alternative to current assessment practices in both schools and workplaces. Taking a situated and relational perspective on knowledge and learning, we argue that assessment practices should focus on contextually‐anchored reviews of the core competencies of the person. This contextual assessment contrasts with an emphasis on assessment as essentially controlling and selecting students for further education and, on the other hand, with assessment as a process of self‐monitoring and self‐reflection.

Keywords:

• Assessment
• Testing
• Situated learning
• Apprenticeship

Notes

1. Vocational training in Denmark lasts for four years and the apprentices are ensured trainee service through a formal contract with a company. As an element of their education they go to vocational school for five periods each lasting between 5 or 10 weeks. The trade practice is part of a national, government‐funded scheme and the executive order requires that the trade practice contribute to the development of the apprentices' routine and to personal and professional skills and areas of competence.