Assessment in Vocational ​ and ​ Higher Education on 2.11.2022

Group 3's topic

"What are the amendments and guidelines regulating, governing and providing the framework for assessment in vocational and higher education? Illustrate your teaching session of this topic with real or imaginary examples from actual assessment cases."

Group 3's teaching sessions preparation procedure

Group 3 members had meeting 3 times early in the morning at 5 am as usual. I participated in twice group's meeting. Radu missed once because I had to reschedule once and He could not participate but He gave us review via Whatsapp and teams. But I missed last meeting and had to watch records to follow discussion and procedures. We all researched individually before having first meeting. And frist meeting time, we realised that Christina and my materials which are introducing about demonstration and demonstration procedure, practice, teacher's qualifications etc  are overlapped at certain points in Finnish. We decided to do peer study which had to check materials together and choose which part I do or she does. Radu's idea on bologna declaration and Solo taxonomy were interesting part. Ivania suggested to update Finnish educational history and shared Finnish educational reform history as one of brainstorming materials to read. We all agreed to have extraordinary case study as teacher or students before second meeting. We had discussion about Kahoot as assessment tool or not. I could do prepare for extraordinary case study, working based learning procedure in Finland. I did research for framework function and law change about compulsory education age limit additionally. I suggested Flinga website to get feedbacks on teaching day.

Group study in general

Our group study were trying to take ownership in group member's own part from the beginning. And got feedbacks and comments in draft PowerPoints. We practiced to make two different versions of ppt as draft to keep all info, as final to show only for teaching day. To make final PowerPoint, only one person were in charge of editing, deleting slides comparing draft ppt. I thank Ivania for cooperation and taking initiatives. We practiced and used Flinga to get feedback for teaching day.

Time management skills improved!

During preparation time, I had to deal with organizing study time by making study time calendar. Study time calendar helped me to know either when to start to study or stop study. Study and work full time always need balances.

What I have learnt from other teaching sessions on 2.11.2022

I was at room 4 to participate teaching session. Our member at room 4 was Susanna, Yusra, Tiina and me. 

Reflection on group 1- Susanna's teaching session time as group 1 went well with full of discussions with others. I could learn about different types of assessment such as summative and formative. It was helpful to understand both the importance of assessment in a learning process and relationship between assessment an learning. Learning theory part were mentioned previous teaching session time. It was good reminder to know assessment's perspective from learning theory of behaviourist, constructivist, connectivism, socio-cultural and humanism. It was personally very useful to discuss and distinguish the differences of summative and formative assessment, which were mentioned in group 2's teaching session time as well. It was good enough to repeat and learn again. Criticism between socio-cultural and humanism learning theories will be teacher's social interaction is minimized and more like to be a provider to offer or organize learning environments such as socially, safely, sportively. Assessment will be challenges in order to measures and give grade in case of especially humanism theory, because it is focused on self evaluations without grade. Self evaluation is important for students as main person who study. But teacher should be mind that their role is more like coach.

Reflection to group 2- 

Yusra's teaching session were mentioned about evaluation methods including pre-task assignment of qualification of horse case and management. Scope of assessment methods were introduced to 5 different factors: who assess, when, function, type and working methods.

I learnt the meaning of diagnostic assessment during her teaching session. Diagnostic assessment can be done before or starting course to check student's entry or general knowledge, skill and learning levels (Karjalainen 2002, 208) which are giving guidance for teacher when they make some changes such as contents and methods. We all discussed together about methods of assessments such as mind map, portfolio, learning diary, PBL examination etc. I mentioned that I do not have experiences yet about portfolio which is more related in demonstrating their visual skills such as art or picture etc. others also discuss topic with what is portfolio and Susanna mentioned that she had experiences to make portfolio to show her competences for long time ago. We did group discussion according to pre-task's topic. We three of us had to discuss what to prepare for entrance exam for specialist vocational qualification in horse care and management. with this pre-task and practice, Applicant's competences, motivations, experiences, evidences, weather and exception on horse's condition were considered to think for entrance exam to choose 20 students from 30 applicants. horse care experience such as own publications as book, blog or YouTube which can see as demonstration.  Taking care of birth management were highlighted to get extra points. Motivation part was one of criteria as written exam, basic horse caring information was mentioned to be multi- choice exam, group discussion were mentioned to see student's general behaviours as aptitude test. It was good experiences to practice different evaluation methods with interesting qualification topic. 

Reflection to group 4- 

Group 4's teaching topics were about assessment goal, what makes assessment good, how to plan assessment, assessment in practice, what makes good feedback, feedback delivery and last question with what makes assessment and feedback.

 I would like to say that Tiina mentioned whiplash's short movie video include some violent scenes in advance by telling us exactly from what time it start and until what time to watch. It was helpful to have mindset to see. Whiplash movie from YouTube was strong enough to think about what makes good or bad feedback to students.  The reason why to assess for students is to develop student's skills and encourage to improve learning deeply etc in order to achieve their own set goals. We had good discussion what makes good assessment and what does it means to be valid, reliable, practical and have no negative backwash. Group 4's teaching time, their two practices were merit to think about what are goals as teacher, understanding that best assessment methods match on objectives and assessment methods to choose according to student's learning outcomes for example English at work course for 3 credit points Good feedback can be timely, specific, actionable and trustworthy by delivering feedback interactively, developmentally and iteratively. 

How was my teaching sessions as group 3?

My teaching were started with small discussion on Kahoot's validity as assessment tool or not with participants. Most of them understood that Kahoot is attractive to gather student's attentions and participations. But assessment itself was still wondered by participants to use official way as assessment methods or not. I started to introduce Finnish educational histories before starting our topics related in amendments and guidelines regulating, governing and framework for assessment in vocational and higher education. Why Finnish educational histories for this topic? Group 3 agreed that it is crucial to know basic knowledge of educational histories to follow law and framework changes as long as Finland is not student's own national countries except a few students. It was true that I spent huge time to introduce Finnish educational histories by researching more in details as well. I was happy to tell participants that first university and schools for handicap students in Finland, compulsory education duration changes and until 18 years old, national curriculum change and its influences, basic education law, vocational education and training reform holistic way for lifelong learning etc. I have introduced to participants that vocational school follow competences for lifelong learning after 2018 VET reform. I told them my own experiences that I had to take courses related in digital and technology, math, Finnish and other language courses, cultural, social and citizenship course, entrepreneurship course etc during my practical nursing study from 2019-2021. We have discussed with participants what kind of assessment experiences they have previously and which one they prefer according to pre-task. Every participants choose many assessment experiences options and understood choosing assessment method depends on both objectives and what teaching subject. Radu and my extraordinary assessment stories were good comparisons to think about point of teacher's and student's view. My cases were more into organizational behaviors change due to Covid 19 pandemic to follow school forward such as when to go school and study at home, how to take exam at home remotely and assess student's exam remotely too.

The Finnish framework for qualification and modules part was to introduce main responsibilities of the ministry of Education and culture to make amendments to annex to government decree(120/2017) and process proposal every 2 years via issued and submitted proposals by the Finnish Educational agency. And the ministry of Education and culture will appoint person to evaluate proposals. Upcoming new competence modules proposal on 31.3.2023  was mentioned, when I told them especially administrative branch and interest group's possibilities to hand in proposals, which include competence and legal base, task, reputations and extents of the competence modules etc.

My personal study experiences of practical nursing in vocational education was good to mention to imagine how demonstration (näyttö) went as procedure and teacher and supervisor's qualification. To understand assessment preparation, student's exact time preparation and planning for demonstration and to ensure professional requirement and assessment criteria for assessment. Different stage of Solo taxonomy (Biggs & Collins 1982) as 5 different stage for example pre, uni, multi, relational, at the extended abstract structural level was compared to Finnish vocational and university of applied sciences' grading system 0-5, which can be adjusting to make outcome as grade. I  mentioned that Finland is ratified to Bologna declaration in 1995 to have equivalent study credit system as ects as 30 hours study time as 1 ect within Europe. It also include information of comparable degrees in undergraduate and graduate.  I have told participants that assessment procedure need guidance such as self assessment and peer assessment. And school record and keep documents at least for 6months. Students have possibility to try again for better performances. Especially on this situations, student has to appeal to be check up their performance with written documents and Board of education will give a chance again according to their instruction if needed. Performance should be done without any delay and receive certificate where they applied for demonstration. If special need students could not reach grade 1 level, competence assessment can edit again. 

Supervisor experiences for student who is in work based learning during practice

- I worked as special need assistant in elementary school in Espoo. I was supervisor to give instructions, evaluations to check practical nursing student's work based learning to graduate as practical nurse as last practice. Supervisor during work based learning is tutoring position by working together all the times by observing performances, student's needs and cooperation between vocational school's teacher to be prepared for demonstration and completion of practice. Student was demotivated sometimes and required to get done planning assignments before demonstrations start. Supervisor experiences were meaningful to understand the vocational school's system, how to assess demonstration according to occupational criteria. Additionally it was grateful experiences to care about student's personality, reactions when to receive feedback. 

Self-evaluation

I personally realized my teaching time went so fast without any difficulties. I did not fully understand one statistic slide and shared exact information at the end of teaching. I enjoyed teaching and group studies. About content's qualities, We as group 3 could have been provided more regulations information. But as other participants felt teaching had abundant information to deliver and study for them, I believe it was useful. Here I share feedback got from participants. Flinga was new for participants and it was good try :D Thank you for collaborative work with group 3. 

Feedback

Source: 

https://flinga.fi/s/F3ZMXEP

Source: 

 https://flinga.fi/s/F3ZMXEP

Group 1's final material

https://oamk.sharepoint.com/:p:/r/teams/ProfessionalTeacherEducationProPeda2022-2023/Jaetut%20asiakirjat/Group%20-%20Room%201/Webinar%204%20(02-11-2022)/Final%20documents%20for%20delivery/Edited%20Final%20PPT_26-10-2022.pptx?d=w6ee4b72b59e9427492534a0f2d50a947&csf=1&web=1&e=g1vmoN

Group 2's  final material 

https://oamk.sharepoint.com/:p:/r/teams/ProfessionalTeacherEducationProPeda2022-2023/Jaetut%20asiakirjat/Group%20-%20Room%202/Materials%20for%20Webinar%203/Evaluation%20Methods.pptx?d=w98cfa2b68bbf441b85817212a6456bee&csf=1&web=1&e=9F1hyg

Group 3's final material:

https://oamk.sharepoint.com/:p:/r/teams/ProfessionalTeacherEducationProPeda2022-2023/Jaetut%20asiakirjat/Group%20-%20Room%203/2.11.2022/Final%20material/2022-11-02%20webinar%20-%20Assessment%20in%20vocational%20II%20FINAL.pptx?d=wd6f81b609a92417f916d199a71c89dc5&csf=1&web=1&e=4aRnnw

Group 4's material:

https://docs.google.com/presentation/d/1-g5cCBaXIQDvvRtrRST7oTykwkiYCBCErYwAH5rTqrg/edit#slide=id.g1780fa2bc01_0_32