The second edition of Vocational Training and Assessment addresses all of the requirements for successful completion of the Certificate IV in Training and Assessment. With each chapter aligned to the training package competencies, all core units and a range of popular electives are covered. KEY FEATURES: Content is clearly mapped to units of the training package Assessment tasks are mapped to elements and performance criteria Case studies Instructor resources Blended learning or digital-only options available

Vocational Training and Assessment is a complete learning package for Certificate IV Training and Assessment. The book is written specifically for the TAE10 Training Package and is mapped directly to the relevant competencies, creating a cohesive and logical learning pathway. A simple and accessible writing style is used to create a book that is engaging and easy to understand. Scope: Vocational Training and Assessment is mapped to the relevant competencies of the TAE10 Training and Education Training Package.

Professional Training and Assessment eBook is delivered on the Vitalsource platform in the latest version of the ePUB standard (ePUB3). Professional Training and Assessment is a complete learning package for Diploma of Vocational Education and Training and Diploma of Training Design and Development in the TAE10 Training and Education Training Package. This eBook follows on from the popular Vocational Training and Assessment text and is written by the same expert author team. This text is ideal for students looking to upgrade their qualifications from Certificate IV to Diploma level.

Competence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America. Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail. Many of these arguments derive from the demonstrable limitations of more conventional assessment, especially in predicting work performance. She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, distinguishing clearly between those claims which can be sustained and those which cannot. She also synthesizes the growing body of evidence on implementation. Many lessons have now been learned about whether and how one can establish a workable, robust and reliable competence-based system. It has become evident both that the preconditions for success are often missing, and that, if they are ignored, competence-based 'reforms' may have largely negative consequences. The final chapter reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach.

Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.

Monograph on the evaluation of vocational training in the USA - provides a guide for evaluators incl. Historical aspects and legal aspects, evaluation techniques and models, cost benefit analysis of vocational training, job analysis procedures, and measurement of attitudes, job satisfaction and attainment appraisal. Annotated bibliography pp. 579 to 592, flow charts, graphs, references and statistical tables.

The new 3rd edition of Vocational Training and Assessment has been written to support delivery of the recently endorsed Certificate IV in Training and Assessment (TAE40122). The text continues to be a valuable resource for new and existing VET practitioners, helping them to understand the VET framework that will guide them, whatever the industry they teach in. The text is written by a team of experienced VET trainers and assessors who strive for excellence in their own delivery of TAE. They understand the variety of backgrounds and subject areas VET practitioners come from, and present content and examples that can be applied to these varied contexts. This edition has a fresh, clean new design and uses illustrations to distill key concepts. Key Features •Unit by Unit Approach - makes it easy for trainers to see the direct link between the content and the training package •Running Case Study (Jackson Logistics) - gives learners an understanding of how the theory can be applied to a real life training situation •Use of 'Atomic Visuals' by Nifty Fox Design for key concepts - helps students' understanding •Assessment Tools for each unit of competency*-easily editable in word format making these a great time-saving device for RTOs *Available for separate purchase to the textbook or ebook Instructor Resources - Teacher Resource Manual (TRM),Competency Mapping Guide, Solutions manual and PowerPoint slides -complimentary for adopting institutions Assessment Package - comprehensive,extremely detailed Assessment Tools for each chapter/unit of competency. Provided as word documents for easy editing. Contextualise for your requirements and validation.