• Produce a valid and reliable assessment tool for Business Education through the writing of a coursework which includes the marking scheme;
• Produce a valid and reliable assessment tool for Retail through the writing of an Assignment Brief, which includes observation sheets and marking scheme;
• Develop a research-based approach of the VET Subject Learning Outcomes (SLO), namely the Knowledge, Comprehension and Application Criteria;
• Develop a research-based approach of the academic Subject Learning Outcomes, namely the Assessment criteria MQF1, MQF2 and MQF3.

• Identify the different MQF Levels in Business Education and Retail subject syllabi;
• Differentiate between which Business Education subject foci/themes are assessed through coursework and which are assessed through the controlled assessment;
• Distinguish between which criteria should be assessed in the Retail assignment brief and which ones should be covered in the controlled assessment;
• Explain the importance of constructing appropriate assessment tools;
• Recall the different assessment tools needed for assessing the various tasks in the assignment brief for Retail and coursework for Business Education;
• Review the verification process in the VET System for quality assurance purposes.

Applying knowledge and understanding

The learner will be able to:

• Design a fair, reliable and authentic assignment brief for Retail
• Design a fair, reliable and authentic coursework for Business Education;
• Create a reliable marking scheme for both Business Education and Retail;
• Design different observation sheets to be used when assessing the various application criteria in Retail.
• Design assessment tools and provide appropriate feedback to learners;

This module will be assessed through: Online Forum/Discussion, Portfolio of Assessment Tasks and Marketing Schemes, Assignment Briefs.

Core Reading List

1. Ingle, S. and Duckworth, V. (2013) Teaching and Training Vocational Learners. UK: Sage Publications Ltd.
2. Dial, E. (2016). Assessment for Learning: A Practical Approach for the Classroom: Rowman & Littlefield Publications
3. Lubbe, E. (2016). Innovative Teaching in Accounting Subjects: Analysis of the Flipped Classroom. International Journal of Social Sciences and Humanity Studies, Vol 8, No 2, ISSN: 1309-8063 (Online).
4. Sitholei, B. M. (June 2010). Pedagogical Practices of Business Studies Teachers in Botswana Junior Secondary Schools. International Journal of Scientific Research in Education, Vol, 3(1), 21-28.
5. Mitchell E. & Sant Fournier A. (2014). Go for Accounting.
6. Assessment Reform Group (2002) Assessment for Learning: 10 principles, available at http://arg.educ.cam.ac.uk
7. Black, P. and Wiliam, D. (2001) Inside the Black Box; Raising Standards Through Classroom Assessment, King’s College: London School of Education.
8. Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom, London: GL Assessment.
9. Gardner, J. (2009). AFL, Assessment for Learning, A Practical Guide: CCEAA CCEA publication.
10. Greer, I. (2019). The Vocational Assessor Handbook: Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA): Kogan Page Publishers.

Supplementary Reading List

1. Pankhurst, K.V. 2010. Learning by experience, work and productivity: theory and empirical evidence. Journal of Vocational Education & Training, 62(2), pp. 103–122.
2. Farraday, S., Overton, C. & Cooper, S. 2011. Effective teaching and learning in vocational education. LSN. [Online]. Available at: http://www.coopergibson.co.uk/110052RP_effective%20VET_final%20repor t.pdf. [Accessed 08. 03. 2020].
3. Clarke, S. (2001) Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom, London: Hodder and Stoughton.
4. Clarke, S. (2005) Formative Assessment in Action: weaving the elements together, London: Hodder Murray.