Vocational Education Tasks - PDST

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2. Performance of Candidates Appendix 1 contains eleven tables showing the number of credits awarded to candidates in the different Vocational Education Tasks for year 1 (session 2) and year 2 (session 3) candidates in the years 2002-2005. The last column in each table represents the total number of Leaving Certificate Applied candidates assessed in the session. The second last column in each table expresses the number of candidates presenting a task in a specialism as a percentage of the total candidature. 4
3. Analysis of Candidate Performance 3.1 Timing of assessment Candidates complete their first Vocational Education Task in year 1(session 2) and their second in year 2 (session 3). Assessment of the Vocational Education Tasks is based on authentic evidence of task completion together with a task report and an interview. The recommended time for completing a task is ten hours. The tasks are assessed by external examiners in early May for year 1 candidates and in early February for year 2 candidates. The external examiners are appointed and trained by the State Examinations Commission. 3.2 Assessment criteria Vocational education tasks are assessed using the following criteria • ability of a candidate to select and plan effectively a Vocational Education Task • quality of engagement by the candidate in the activity and evidence provided of progress and achievement • ability of a candidate to reflect upon and evaluate the experience of undertaking and completing the Vocational Education Task • quality of integration and learning by the candidate • evidence of cross-curricular applications • quality of communicative ability. The detailed indicators for these criteria are listed in appendix 2. Good practice Examiners found that the assessment process for Vocational Education Tasks worked best when • schools and centres provided the examiner with suitable accommodation, relevant equipment and a running order of candidates for assessment • examiners had an opportunity to meet the group of candidates briefly before carrying out the assessment of the tasks • the tasks were clearly labelled, collated and available to examiners on arrival, so that examiners could examine the Vocational Education Tasks prior to, and in preparation for, the interviews with candidates • candidates were well prepared and understood their role in the assessment process • candidates were at ease with the interview component and were available for interview when required. Areas for development In a small number of cases, tasks were not available when the examiner arrived in the school and considerable time was wasted in locating these tasks. This practice was regarded as most unsatisfactory by examiners. Examiners reported that some candidates were still working on their task on the day of assessment. In such cases, examiners reported an unsatisfactory delay in receiving these tasks for assessment. To minimise unnecessary delays, examiners have requested that candidates do not present their task reports in binders containing plastic covers for individual pages. This causes difficulties for examiners who must check every page for material relevant to the task and officially stamp all reports presented. 5
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