Abstract
Due to the accelerating changes in the (national) economy, the labour market and in technology, the renewal of technical vocational training is becoming more and more important. Following the fourth industrial revolution, the Hungarian education government developed and implemented the Vocational Training 4.0 strategy, which defines the system-wide renewal and further development of vocational training and adult education. Innovation poses a huge challenge for teachers working in vocational training. Technical teacher education, including engineering teacher education, also faces these challenges, as new pedagogical methods have emerged in addition to traditional forms of education: cooperative techniques and project-based vocational training. These methods, new to Hungarian vocational education, require an assessment methodology that differs from the previous student assessment practices and features a more differentiated pedagogical toolbox. The study describes the methodology of developmental assessment and its implementation into daily teaching. Based on the results of case studies (n = 96) and of six focus group interviews with former and current teaching students, it draws attention to the need for the widespread introduction of developmental assessment. It presents the forms and techniques that can be used in vocational training through examples.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Szakképzés 4.0 - A szakképzés és felnőttképzés megújításának középtávú szakmapolitikai stratégiája, a szakképzési rendszer válasza a negyedi ipari forradalom kihívásaira (Vocational Training 4.0 - medium-term vocational policy strategy for the renewal of vocational education and training and adult learning, the response of the vocational education and training system to the challenges of the 4th Industrial Revolution (Vocational Training 4.0). Innovációs és Technológiai Minisztérium, Budapest (2019)
Engler, Á.: Távolléti oktatás a családok aspektusából (Distance education from the aspect of families). Civil Szemle Különszám (Civil Review Special Edition), pp. 115–131 (2020)
Buda, A., Erdei, G., Szabó, J.: A pandémiás helyzet hatása az oktatásra a Debreceni Egyetemen (The impact of the pandemic situation on the education at the University of Debrecen). Opus et Educatio: Munka és Nevelés (Work and Education) 7(4), 423–431 (2020)
Molnár, G., Nagy, K.: Applying collaborative methodological solutions around students in higher education. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) ICL 2019. AISC, vol. 1134, pp. 277–287. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-40274-7_28
Tomory, I.: Cooperative methods and development of social competence in training of technical teachers. Int. J. Eng. Pedagogy 10, 49–61 (2020)
Sanda, I.D.: Fejlesztő értékelés (Developmental Assessment). Typotop, Budapest (2016)
Olechowski, R., Rioeder, K.: Motivieren ohne Noten. Frankfurt/M. (2002)
Jürgens, E., Sacher, W.: Leistungserziehung und Leistungsbeurteilung: schulpädagogische Grundlegung und Anregungen für die Praxis. Luchterhand (2000)
Füzi, B.: A tanári munka sikerességének mérése és fejlesztése. (Measuring and improving the success of teaching) (2012). http://acta.bibl.u-szeged.hu/59495/
Mit kezdjünk az értékeléssel? (What to do with evaluation? Educatio KHT, Budapest (2008)
Hollenbeck, J.R., Klein, H.J.: Goal commitment and the goal-setting process: problems, prospects, and proposals for future research. J. Appl. Psychol. 72(2), 212 (1987)
OECD: Literacy skills for the knowledge society. Further results from the International Adult Literacy Survey. Paris: OECD & Human Resources Development (1997)
Cilliers, E.J.: The challenge of teaching generation Z. EOPLE: Int. J. Soc. Sci. 3(1), 188–198 (2017)
Deci, E.L., Ryan, R.M.: The “what” and “why” of goal pursuits: human needs and the self-determination of behavior. Psychol. Inq. 11(4), 227–268 (2000)
Báthory, Z.: Tanulók, iskolák, különbségek. (Students, Schools, Differences) Okker Kiadó, Budapest (2000)
Epstein, R.J.: Learning from the problems of problem-based learning. BMC Med. Educ. 4, 1–7 (2004)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Sanda, I.D. (2023). New Forms of Pedagogical Assessment in Engineering Teacher Education. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_36
Download citation
DOI: https://doi.org/10.1007/978-3-031-26190-9_36
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-26189-3
Online ISBN: 978-3-031-26190-9
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)