From doing to learning: Students’ self-evaluation and reflective practices in VET
DOI:
https://doi.org/10.3384/njvet.2242-458X.2414255Keywords:
vocational knowledge, self-evaluation, feedback, instructional scaffolding, reflective practices, digital driving simulatorAbstract
This study aims to investigate the conditions for students’ self-evaluation and reflective practices when dealing with the learning of skills in a range of different settings in vocational education and training (VET), in the natural resource programme with simulated and authentic teaching practices and learning environments, for example digital driving simulation, as well as environments with authentic machines. The empirical basis of the study consists of extensive data generated during fieldwork in the form of interviews, field notes, and observations in simulator centres, authentic school environments and classrooms. The results show that simulation-based teaching and learning have created opportunities to develop practices that foster students’ evaluation and regulation of their learning, through the implementation of specific tools that focus on triggering students’ reflections on specific vocational skills and competence. The analysis also shows that feedback and reflective practices could be understood as an evaluation tool for task completion against specific set standards in pedagogical design. But also, as a practice of socialisation and transformation for the students, with the aim to provide them with the kinds of tools that may foster creativity and collaborative practices in the vocational training and their future profession.
References
Black, P., & Wiliam, D. (2012). Developing a theory of formative assessment. In J. Gardner (Red.), Assessment and learning (2nd ed., pp. 206–230). SAGE.
Bruner, J. S. (1986). Actual minds, possible worlds. Harvard University Press.
Bruner, J. S. (1990). Acts of meaning. Harvard University Press.
Edwards-Groves, C., & Rönnerman, K. (2022). Action research conceptualised in seven cornerstones as conditions for transforming education. International Journal of Action Research, 18(2), 116–133. https://doi.org/10.3224/ijar.v18i2.03
Ellegaard, M., Damsgaard, L., Bruun, J., & Johannsen, B. (2018). Patterns in the form of formative feedback and student response. Assessment & Evaluation in Higher Education, 43(5), 727–744. https://doi.org/10.1080/02602938.2017.1403564
Gustavsson, S., Messina Dahlberg, G., & Berglund, I. (2020). Digitala kör-simulatorer i yrkesutbildning: Utmaningar och möjligheter [Digital driving simulators in vocational education: Challenges and opportunities]. Nordic Journal of Vocational Education and Training, 10(1), 108–136. https://doi.org/10.3384/njvet.2242-458X.20101108
Gustavsson, S. (2021). Simulering i yrkesutbildning: Didaktiska samtal om simulatorstödd undervisning [Simulation in vocational education: Discussions with vocational teachers about simulator-assisted teaching]. Scandinavian Journal of Vocations in Development, 6(1), 57–72. https://doi.org/10.7577/sjvd.4076
Hardy, I., Rönnerman, K., & Edwards-Groves, C. (2018). Transforming professional learning: Educational action research in practice. European Educational Research Journal, 17(3), 421–441. https://doi-org.ezproxy.ub.gu.se/10.1177/1474904117690409
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://www.jstor.org/stable/4624888
Hirsh, Å. (2020). When assessment is a constant companion: Students’ experiences of instruction in an era of intensified assessment focus. Nordic Journal of Studies in Educational Policy, 6(2), 89–102. https://doi.org/10.1080/20020317.2020.1756192
Hirsh, Å., & Segolsson, M. (2019). Enabling teacher-driven school-development and collaborative learning: An activity theory-based study of leadership as an overarching practice. Educational Management, Administration & Leadership, 47(3), 400–420. https://doi.org/10.1177/1741143217739363
Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6(2), 109–124. https://doi.org/10.2304/eerj.2007.6.2.109
Jarl, M., Blossing, U., & Andersson, K. (2017). Att organisera för skolframgång: Strategier för en likvärdig skola. Natur & Kultur.
Jossberger, H., Brand‐Gruwel, S., Boshuizen, H., & Van de Wiel, M. (2010). The challenge of self‐directed and self‐regulated learning in vocational education: A theoretical analysis and synthesis of requirements. Journal of Vocational Education and Training, 62(4), 415–440. https://doi.org/10.1080/13636820.2010.523479
Jossberger, H., Brand-Gruwel, S., van de Wiel, M. W., & Boshuizen, H. P. (2020). Exploring students’ self-regulated learning in vocational education and training. Vocations and Learning, 13, 131–158. https://doi.org/10.1007/s12186-019-09232-1
Margolis, A. A. (2020). Zone of proximal development, scaffolding and teaching practice. Cultural-Historical Psychology, 16(3), 15–26. https://doi.org/10.17759/chp.2020160303
Nyström, S., & Ahn, S.-e. (2020). Simulation-based training in VET through the lens of a sociomaterial perspective. Nordic Journal of Vocational Education and Training, 10(1), 1–17. https://doi.org/10.3384/njvet.2242-458X.201011
Nyström, S., & Ahn, S.-e. (2021). Using high-fidelity simulators in VET teaching practices: A VET teacher perspective. Pathways in Vocational Education and Training and Lifelong Learning. Proceedings of the 4th Crossing Boundaries Conference in Vocational Education and Training. Muttenz and Bern online, 8.–9. April 2021 (pp. 267–271). European Research Network on Vocational Education and Training, VETNET, University of Applied Sciences and Arts Northwestern Switzerland and Bern University of Teacher Education. https://doi.org/10.5281/zenodo.4564165
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Panadero E., Garcia D., & Fraile J. (2018). Self-assessment for learning in vocational education and training. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds), Handbook of vocational education and training: Developments in the changing world of work (pp. 1–12). Springer. https://doi.org/10.1007/978-3-319-49789-1_85-1
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://www.jstor.org/stable/23369143
Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://www.jstor.org/stable/40071124
Sitzmann, T., Ely, K., Brown, K., & Bauer, K. (2010). Self-assessment of knowledge. Academy of Management Learning & Education, 9(2), 169–191. https://www.jstor.org/stable/25682447
Van der Kleij, F., Adie, L., & Cumming, J. (2019). A meta-review of the student role in feedback. International Journal of Educational Research, 98, 303–323. https://doi.org/10.1016/j.ijer.2019.09.005
Van Loon, M. H. (2019). Self-assessment and self-reflection to measure and improve self regulated learning in the workplace. In S. McGrath, M. Mulder, J. Papier, & R. Suart (Eds.), Handbook of vocational education and training: Developments in the changing world of work (pp. 1389–1408). Springer. https://doi.org/10.1007/978-3-319-94532-3_88.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wertsch, J. V. (1998). Mind as action. Oxford University Press.
Wyszynska Johansson, M., Wärvik, G., & Choy, S. (2019). Vocationalising specialized concepts: Appropriating meanings through feedback. Vocations and Learning, 12(2), 197–215. https://doi.org/10.1007/s12186-018-9204-4
Yan, Z., & Brown, G. (2017) A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Giulia Messina Dahlberg, Susanne Gustavsson
This work is licensed under a Creative Commons Attribution 4.0 International License.
From 2021 NJVET publishes all articles under the Creative Commons License CC BY 4.0.
