Tracking performance data for the Certificate in Introduction to Trades (Level 2)

Greyling, Willfred and Dennis, Julie (2013) Tracking performance data for the Certificate in Introduction to Trades (Level 2). Wintec, Wintec, Hamilton, New Zealand. (Unpublished)

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Abstract or Summary

EXECUTIVE SUMMARY Introduction and main aim •In support of the Trades team’s current effort to redesign the level-2 Certificate in Introduction to Trades (TE1005), we share our tracking of student performance data for the period 2010-2012. •The performance data, we reasoned, support their effort and reinforce our long-held view that there were some anomalies that should be addressed in the course. •Our main aim was to triangulate the Trades team’s approach, providing additional perspectives they might find useful in the redesign of the programme. Key objectives •(KO1) To develop an Excel data set covering a range of variables from Arion and the Tertiary Education Commission’s (TEC’s) assessment tool website which we could use to explore literacy and numeracy (LN) skills, attendance, ethnicity and student completions. •(KO2) To cross-tabulate module and programme completions, as well as literacy and numeracy results at start and finish, in exploring how these variables were associated. •(KO3) To track Maori students’ success compared to other sub-groups’. •(KO4) To present recommendations based on a summary of our discussion and conclusions. Outcomes •(O1) We compiled a composite data set which we cross-checked against the Wintec student management system, Arion, Dashboard data and the TEC assessment tool website for the period 2010-2012. •(O2) We found some anomalies, including that retention rates exceeded completions, which meant that students remained in the system, yet did not obtain certification for the programme. The practical and pre-Trade modules of the course were found to be significant bottlenecks working against student completions of the programme. •(O3) We also found that students at steps 5 and 6 for reading and numeracy were as vulnerable as students on lower steps of the TEC’s Progressions. •(O4) The findings showed Maori completions to be significantly below other cohorts’. •(O5) Attendance was shown to be a key driver in student success. •(O6) Other non-cognitive or non-academic factors such as time management and personal issues impacted on student performance. Conclusions and Recommendations We concluded that •the Trades team’s effort to redesign the programme was justified as there was a disjunct between programme requirements, training practices and student engagement. •a very high proportion of students did not complete the programme; hence, the impression of programme failure was prominent. •the current five-taster courses could be configured into compatible clusters of tasters, which could individually (as clusters) make up the required credits for the practical component in the first semester. •closer liaison was needed among the tutors who taught on all the components of the course to improve the coherence of the components and develop a more co-ordinated and integrated approach to the needs of the target group. We recommend that •the Trades team’s re-design is justified and should be supported . •In its re-design, the Trades team insist that tutors consistently apply the requirements in the curriculum document and pursue high expectations for learners. •the bottlenecks preventing student completion of practical and pre-Trade modules be mapped and appropriate strategies be put in place to overcome them (as intended by the current re-design); •the strategy for tracking students and promoting engagement be strengthened. •participating tutors implement track-able small-scale improvement projects which may serve as professional development training to develop knowledge and skills for dealing with both cognitive-academic and non-cognitive challenges posed by the cohort. •the current Youth Support strategy involving all stakeholders be strengthened. •performance data be tracked to develop timely responses to student challenges.

Item Type:Other
Keywords that describe the item:Literacy and numeracy scores, completions, attendance, Certificate in Introduction to Trades (Level 2), Youth
Subjects:L Education > L Education (General)
Divisions:Schools > Centre for Foundation Studies
ID Code:2837
Deposited By:
Deposited On:11 Feb 2014 21:28
Last Modified:10 Apr 2017 02:46

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