How are changes to assessment in BTEC Early Years perceived as influencing the vocational nature of the curriculum?
type: CreativeWork
description: Changes within vocational education have been consistent within England (Wolf, 2011, p4.) and are currently increasing within the education of 16-19 year olds (ONS in City & Guilds, 2001 p6.). Included in those changes was a recent reform to BTEC. Stemming from this reform was the introduction of assessment changes. More specifically, an increase in controlled assessments and exams, especially within the Early Years sector, which forms the focus of this research. The introduction of such assessment methods offers a conflicting argument to the notion of creating Early Years practitioners with vocational and industry skills (Nutbrown, 2012). Within current education, students on Early Years vocational courses have voiced concerns that examined assessments do not provide them with the skillset they need for employment. In order to explore the true influence of assessment methods on student outcomes, a range of methods were used to ensure validity, and strengthen findings. Firstly, pre-existing data in the form of modular reviews provided student’s perceptions on how different assessment methods have prepared them for practice and supported their learning. These findings are explored alongside others from the five semi structured interviews gathered from members within one institution. This was used to compare how well assessment methods within the institution were supporting learners compared to the literary findings gathered within the literature review. Each of the data collection methods presented findings which support the need for Nutbrown’s (2012) concept of assessment methods to be industry related. Although, findings also indicated that the institution analysed in this research is considering ways to support the vocational and industry skills of their Early Years workers. However, clear evidence suggests that controlled assessment methods have not provided students with as good an outcome for both grades and skills as industry related assessment methods. Theref…
abstract: Changes within vocational education have been consistent within England (Wolf, 2011, p4.) and are currently increasing within the education of 16-19 year olds (ONS in City & Guilds, 2001 p6.). Included in those changes was a recent reform to BTEC. Stemming from this reform was the introduction of assessment changes. More specifically, an increase in controlled assessments and exams, especially within the Early Years sector, which forms the focus of this research. The introduction of such assessment methods offers a conflicting argument to the notion of creating Early Years practitioners with vocational and industry skills (Nutbrown, 2012). Within current education, students on Early Years vocational courses have voiced concerns that examined assessments do not provide them with the skillset they need for employment. In order to explore the true influence of assessment methods on student outcomes, a range of methods were used to ensure validity, and strengthen findings. Firstly, pre-existing data in the form of modular reviews provided student’s perceptions on how different assessment methods have prepared them for practice and supported their learning. These findings are explored alongside others from the five semi structured interviews gathered from members within one institution. This was used to compare how well assessment methods within the institution were supporting learners compared to the literary findings gathered within the literature review. Each of the data collection methods presented findings which support the need for Nutbrown’s (2012) concept of assessment methods to be industry related. Although, findings also indicated that the institution analysed in this research is considering ways to support the vocational and industry skills of their Early Years workers. However, clear evidence suggests that controlled assessment methods have not provided students with as good an outcome for both grades and skills as industry related assessment methods. Theref…
author: Dudley, Kate
license: https://wlv.dspace7.openrepository.com/bitstreams/bbd30628-a2fa-4803-b39c-f7e3f7cfa536/download
date published: 2017
date modified: 2026-07-24T06:09:41Z
provider: University of Wolverhampton
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Wolverhampton