Profile of VET organisation

Name of organization: Kaunas municipal services and business school

Country: Lithuania


Type of VET institute: Upper Secondary vocational education and training

Good practice title

Cumulative assessment of the development program florists

Baseline / problem

The above example of good practice - established practice KBPVM consequences - constantly reflecting on your activities, grown up in changes. Designing training programs and objectives with regard to the subject matter, the learning organization and evaluation of the between relationship, is observed that the degree of achievement of the objectives of the measurements can be structured, it is formed student achievement criterion-cumulative assessment program, reflecting what is taught, learned, in what ways, at what pace is measured, how the weighted average weight to each topic.

Good practice: (Measures, instruments, criteria, indicators)

KBPVM good practice means a set of measures to improve the expected results after the implementation of the plan. As a indicator can be given employment data of the graduates. The implementation of best practices has been taken the following steps: creating the florist training standard curriculum echoed by her subject-plans; following a diagnostic assessment of students, assessing their needs, proposals, awarded each semester assessment program, reflective approach, the time, the themes and their influence on the final evaluation-formed formula of the final evaluation score calculation. Continuous assessment provides feedback to the student, it is a part of formative assessment. The external evaluation carried out through the qualifying exams and assessment of acquired competences: theoretical group average for 2011-2013. rose from 7.9 to 8.9. In 2012. republican floral compositions and skills competitions, students 2012-13. I had places. Implementation was measured upon the students questioning. Valuable knowledge and skills validation carried out on the basis of the following indicators: the decision about the essential skills and knowledge mastery, progress substantiation learning course, students 'learning problems; teaching methods evaluation of the efficiency of the course, students' motivation to learn. Involving learners in assessment and providing them with adequate feedback, whereby they can improve learners 'and teachers' fraught positive interpersonal relationships that strengthen student involvement and motivation. Providing slots for task execution and coordination teacher and student action plans, ensuring the continuity of the evaluation in other phases of the curriculum. Decreased variation in scores writings between different teaching units (modules) and within units (modules). After defining the specific criteria for each assessment method has become a more objective evaluation, transparent, responsive standards can ensure the quality of teaching. Good practice allows you to combine the tasks of settlement days for the general chapter / school level, the student group does not overlap the time of settlement. The implementation of best practices has changed teacher’s attitudes for students' development and learning benefit. Assessment methodology review led to the use of a deep approach to the introduction of such forms of assessment that requires students to demonstrate an understanding of and a teacher-training warrant further support, directing the progress and future activities in a meaningful way-successful career planning. Teaching / learning situation assessment as a valuable part of democracy following aspects: the student and myself, and the teacher's work, behavior, and another pupil / s work, the teacher assesses students' readiness for lessons, and the efforts of his own work.

Problems and constraints encountered and solutions found:

The implementation of best practices encountered problems: using a cumulative scoring system, the teacher leads them in your notes and records the result of the training, and the electronic journal or diary is written as the final evaluation score, the student or his parents / guardians do not see the intermediate results of the evaluation; imprecise criteria and writing scores schemes, revised and clearly defines the criteria used to assess learners in too little time; narrowed tasks paying more attention to the practical application of knowledge, or on homework, using criteria-based assessment of the cumulative system, the teacher performs many calculations restating scores weighted by the expression of this takes more than usual time. This problem could be solved by writing all evaluations in the diary, and the final evaluation of weighted scores are converted according to a predefined and well known formula of teaching / learning in early patiently and carefully explain the subject matter to be goals, objectives, evaluation form and evaluation criteria, the teacher provides inadequate or superficial feedback, which does not provide a time for the program. After the implementation of best practice - Assessment program were made, with no settlement weeks, but specific dates-it was clearer and more visible to learners; It is important to note that: - the assessment should be planned and structured in conjunction with the curriculum and creating opportunities to showcase achievements - make sure that the learners in each subject at the beginning of the subject clearly understands the objectives and evaluation criteria - the learner teacher has time for a review of progress and prediction task. Individual feedback increases confidence and motivation and helps to develop self-assessment skills.