Strengthening the voluntary role of examiners – one of the many challenges for a modern examination system

Dear readers

Central final examinations are an important basis for quality assurance in dual vocational education and training. They represent proximity to practice and transparency of vocational qualifications. However, questions relating to the examination system have been an object of controversial debate since before the reform of the BBiG [Vocational Training Act]. The aim of this issue of BWP is to highlight these issues from various perspectives. It is also worthwhile to extend our perspective beyond the realities of the German examination system. Two of the articles included in this issue provide insights into current developments in Switzerland.

The aim of examinations is to identify employability skills

Employability skills are the target dimension of VET, and this objective is key to both the learning process and to the assessment of competencies in examinations. Problem situations need to be modelled and then transferred into the examination formats which are stipulated in the training regulations. Despite all the changes in VET practice, these need to remain the starting point for examinations.

There is no doubt that digitalisation is an important driving force in the examination system, and indeed it exerts a twofold effect. Firstly, digital and virtual formats offer new opportunities for the modelling of tasks which are suitable for testing the development of employability skills. The digital transformation has also brought about a shift in some of the major aspects of employability skills. System understanding, interdisciplinary cooperation and a grasp of holistic business processes have, for example, all become more significant. These elements indicate the direction of travel when examination formats and contents are updated and need to be more closely integrated into examination practice.

The central role of quality criteria in examinations

There is a general consensus that examinations need to fulfil the quality criteria of objectivity, reliability and validity. Alterations to examination arrangements, such as using only two examiners instead of the previous three to monitor practical tests or the introduction of automated marking of multiple-choice tasks, should not be permitted to interfere with the fulfilment of these benchmarks. A systematic quality monitoring system is required for this purpose.

Especially given the rising number of learners from a refugee or migrant background, it is important for the language used in examinations to be as accessible as possible. The way in which assignments are formulated needs to be informed by findings from research and practice.

Strengthening the voluntary role and qualification of examiners

Hundreds of thousands of volunteer examiners commit their services to the boards of the competent bodies. Without them, the examination system would be inconceivable in its present form. For this reason, any measures aimed at strengthening their role must be warmly welcomed, regardless of whether these are introduced as part of a reform of the BBiG or are instigated in any other way.

A greater focus needs to be placed on supporting unpaid examiners in the use of modern media to design contemporary examinations. Training provision which presents digital opportunities within the examination system and assists examiners with the implementation of the process must be created.

 

Prof. Dr. Hubert Ertl

Director of Research and Vice President of BIBB

 

Translated from the German original (published in BWP 6/2019): Martin Kelsey, GlobalSprachTeam, Berlin