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Developing an assessment strategy for school to work transition module: An example from Technical and Vocational Education(TVE) System in Bahrain

Alseddiqi, Mohamed, Mishra, Rakesh and Abdulrasool, Salah Mahdi (2010) Developing an assessment strategy for school to work transition module: An example from Technical and Vocational Education(TVE) System in Bahrain. In: International Conference ICL 2010, September 15 -17, 2010, Hasselt, Belgium. (Unpublished)

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Abstract

This paper presents the results from a study undertaken to develop an assessment strategy for
‘school-based learning (SBL) to work-based learning (WBL) transition module’ for the
students in Technical and Vocational Education (TVE) in Bahrain. The assessment strategy
incorporates learning outcomes analysis based on Bloom’s taxonomy. The outcome is an
assessment strategy guideline which integrates different assessment methods for a wide range
of SBL-WBL transition learning activities.

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > L Education (General)
Schools: School of Computing and Engineering
School of Computing and Engineering > Automotive Engineering Research Group
School of Computing and Engineering > Pedagogical Research Group
School of Computing and Engineering > Diagnostic Engineering Research Centre
School of Computing and Engineering > Diagnostic Engineering Research Centre > Energy, Emissions and the Environment Research Group
School of Computing and Engineering > Diagnostic Engineering Research Centre > Machinery Condition and Performance Monitoring Research Group
School of Computing and Engineering > Diagnostic Engineering Research Centre > Measurement System and Signal Processing Research Group
School of Computing and Engineering > High-Performance Intelligent Computing
School of Computing and Engineering > High-Performance Intelligent Computing > Information and Systems Engineering Group
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Depositing User: Mohamed Alseddiqi
Date Deposited: 11 Nov 2010 15:46
Last Modified: 24 Jun 2011 09:17
URI: http://eprints.hud.ac.uk/id/eprint/9033

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