Australian TAFE Assessment and Practices: Confusing Relevance and Responsiveness.
Overview & Synopsis
Two approaches to student evaluation in Australian postsecondary technical and further education (TAFE), both vocational and academic, are discussed and their relative merits considered. One approach addresses the cognitive processes and interpersonal attributes of the graduate, and the other focuses on prespecified, observable skills. (Author/MSE)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Australian TAFE Assessment and Practices: Confusing Relevance and Responsiveness. |
|---|---|
| Author / Organization | Stevenson, John, Brown, Irene |
| Subject & Discipline | Comparative Analysis, Competency Based Education, Educational Assessment |
| Categories | Education & Pedagogy |
| Publication Year | 1994 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-126961 |
| Original Source Link | Visit Source Page on eric.ed.gov » |