SCHRITT 3: Was habe ich gelernt?
STEP 3: What have I learnt?
1. What are the two main aims of measuring the attainment of learning objectives for refugee students in VET programs?
- To evaluate the teachers' performance and effectiveness
- To provide access to higher education for the students
- To certify the qualifications attained and support the students' learning process
- To assess the students' language proficiency only
Answer:
To certify the qualifications attained and support the students' learning process
Explanation: The measurement (assessment) of the refugee students’ attainment of learning objectives has two main aims. One is the certification of the qualifications attained in VET in order to provide access to jobs and positions in the labour market. This can include a formal VET certificate or a skills passports for immigrants. This assessment mostly takes place by the end of a programme or a course. To ensure the quality of this assessment, it often includes an external examiner. The other is the formative aim of supporting the students’ learning process and educational progression and mainly takes place during the education programme.
2. What is the main challenge in measuring refugee students' attainment of learning objectives through oral and written tests?
- Their poor vocational skills.
- Their poor language skills.
- Their poor attention span.
- Their lack of interest in the subject.
Answer:
Their poor language skills.
Explanation: In general, VET includes two types of measurement (assessment) of the acquired skills of the students. One is in the form of oral and written tests, and the other is in the form of demonstrations of the attained skills through the performance of practical work tasks in a test situation. In oral and written tests, the refugee students’ low proficiency in the host country language is a challenge for the valid measurement of the attainment of the learning objectives. Poor language skills can be difficult to distinguish from poor vocational skills.
3. What is the main aim of the students' own assessment of their attainment?
- To help them become self-directed learners.
- To provide access to jobs and positions in the labour market.
- To support the students' learning process and educational progression.
- To help them socialize with new people.
Answer:
To help them become self-directed learners.
Explanation: This assessment mostly takes place by the end of a programme or a course. To ensure the quality of this assessment, it often includes an external examiner. The other is the formative aim of supporting the students’ learning process and educational progression and mainly takes place during the education programme. In addition to this, the students’ own assessment of their attainment has the aim of helping them becoming self-directed learners and supporting their long-term learning in working life career
4. What is the risk of assessment bias in the assessment of social and personal competencies?
- Teachers may misunderstand the students' cultural background.
- Teachers may underestimate the importance of social and personal competencies.
- Teachers may overestimate the students' social and personal competencies.
- Teachers may discriminate against minority students.
Answer:
Teachers may overestimate the students' social and personal competencies.
Explanation: The assessment of ethnic minorities and culturally diverse students involves the risk of assessment bias and differential treatment due to misunderstanding, stereotypes and prejudice. The risk of teachers’ assessment bias is particularly high regarding the measurement of social and personal competencies and ‘soft’ learning objectives, which are important in human service work (care assistants, waiters, and customer services). To support refugee students learning of these skills can require that the teachers make explicit social norms and standards, which are part of native students’ tacit knowledge.
5. What can teachers do to prevent refugee students from feeling exposed to discriminatory assessment practices?
- Explain in detail to the students the reasons for the result of the assessment.
- Anonymize the students during written tests and examinations.
- Pay attention to make the objectives and the criteria for assessment of learning very explicit.
- All the above.
Answer:
All the above.
Explanation: In the case of written tests and examinations, the risk of gender and ethnic bias in assessments can be avoided by anonymising the students (for example by replacing the student’s name with the student number. As the assessment of vocational skills often involves dialogue, the assessor should be informed about the student’s level of proficiency in language before the assessment or examination. The teachers can reduce the risk that minority students will feel ignored, stigmatised or discriminated against by giving extra attention to these students and by recognising more explicitly their performance in the classroom (without letting this praise and affirmation appear as ‘favouritism’ to other students).
6. What is one potential risk when assessing ethnic minority and culturally diverse students for "soft" learning objectives, such as social and personal competencies?
- Students may not have the necessary language skills to perform well
- Teachers may not have adequate training in assessing these skills
- Students may not value these skills as highly as other learning objectives
- Assessment bias and differential treatment due to misunderstanding, stereotypes, and prejudice may occur
Answer:
Assessment bias and differential treatment due to misunderstanding, stereotypes, and prejudice may occur
Explanation: The assessment of ethnic minorities and culturally diverse students involves the risk of assessment bias and differential treatment due to misunderstanding, stereotypes and prejudice. The risk of teachers’ assessment bias is particularly high regarding the measurement of social and personal competencies and ‘soft’ learning objectives, which are important in human service work (care assistants, waiters, and customer services). To support refugee students learning of these skills can require that the teachers make explicit social norms and standards, which are part of native students’ tacit knowledge.