Activity-Based Testing In Vocational Education And Training: A Challenge For Computer-Based Testing Procedures

Abstract

For some time now, action orientation has occupied a prominent role in vocational education and training; processes of teaching and learning are usually the focus here. The following article focuses on vocational examinations. Action-oriented examinations in the context of educational arrangements that promote action competence could benefit from the specific potential of computers. The article discusses these potentials against the background of an empirical study in which the particular experiences and expectations of the actors involved in the examination process are at the centre of the discussion.