From Masking To Authentic:Reflection And Surpass Of The Vocation Education Students’Academic Evaluation

After entering the new century, vocational education domain has started large-scale curriculum reform and quality curriculum-building activities in China, and has gradually formed and established a practice-oriented vocational education curriculum system aimed at developing students’ comprehensive capability. However, many deep-seated problems began floating to the surface since practice-oriented vocational education programs in-depth implementation in vocational schools, and one of the key problems is that students’academic evaluation system fell behind the reformation. The current vocational students’ academic evaluation is based on dual model between knowledge and skills, which is "paper-and-pencil test plus skill test" model.This evaluation model scured there student’s professional capability condition. This evaluation model has also had a negative impact on the curriculum reform. Therefore, a new students’ academic evaluation model, which is adapted to the modern vocational education curriculum system, has become a central issue. This study is based on curriculum reform practice in China and experience of domestic and foreign student academic assessment, proposes the vocational education authentic assessment model, and examines its connotation, theoretical foundation, historical evolution, and characteristics,. This research is beneficial in improving student academic evaluation, building a new students’ academic evaluation system with the core of authentic evaluation. In conclusion, this research includes the following chapters:Chapter1is analysis of the basic concept and connotation of student academic evaluation. Three key stages are summarized during student academic evaluation activities:clear evaluation objectives, design and development evaluation methods, collect evidence and explain. Students’ academic evaluation has multiple functions, but its basic function is promoting the development of students.Chapter2is to define learning objectives in the field of vocational education. Based on Bloom’s taxonomy of educational objectives and Gagne’s taxonomy of educational objectives, this chapter combines with the current situation of vocational education, proposes that vocational education learning objectives can be divided into four types:knowledge (declarative knowledge and procedural knowledge), skills(operation skills and mental skills), occupation accomplishment and occupation capability and analyses these goals’ connotation, characteristics and degree of importance in the vocational education learning objectives. Analysis on the target is aiming at determining what evaluation method they need.Chapter3is research and analysis on the current situation of vocational education students’ academic evaluation. On the basis of visiting a number of vocational colleges, it is found that the main evaluation objectives are declarative knowledge and operating skills, evaluation tools are mainly paper and pencil test and field test. Shading key learning objectives lead to students’ academic evaluation results can’t get enterprises’ recognition, dislocation between goals and methods also have certain negative effects on the curriculum reform. Accordingly, it is suggested that we should pay attention to authentic assessment, which aims at more important objectives of procedural knowledge and occupation capability.Chapter4is the analysis of the theoretical basis and the historical development of vocational education authentic assessment. Vocational education back to real career world’ is philosophical starting point of authentic assessment, the constructivism and situated learning theory is the authenticity and psychological basis for the authentic assessment, integration of qualitative methodology and quantify is the foundation of authentic assessment. Under historical perspective, traditional apprenticeships have the genes of authentic assessment, but gradually replaced by standardized tests in the knowledge-based era, the competency-based assessment model appeared in the1980s is the seeds of modern authentic assessment.Chapter5is the inheritance of authentic assessment. The inheritance manifested in these parts:focusing on the ability of action, paying attention to students’ learning of the original foundation, valuing the continuity of the evaluation, practical reference of evaluation criteria, integration of teaching and evaluation. The transcendence manifested in these parts:its objective is developmental, target is more comprehensive, evaluation of carrier is project oriented and mission based, the content of evaluation focus on process integrity, emphasize the true evaluation situation.Chapter6is the design of vocational education authentic assessment path. The authentic assessment always needs to experience three stages:determining the objectives based on occupation ability standard, designing authenticity project and task, collecting and analyzing evidence. Several representative cases are analysized under the perspective of authentic assessment, which help us have a better understanding of the authentic assessment.