Abstract
Purpose – This article focuses on the assessment of entrepreneurship competence by selected vocational
teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship
assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.
Design/methodology/approach –This case study is part of a larger European research project promoted by
Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship
schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers’ premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.
Findings – Assessment tasks were rarely embedded within fully fledged assessment programmes involving
both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.
Research limitations/implications – One limitation concerned the selection of the VET providers: these
were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.
Practical implications – At the policy level, there is a need for new guidelines on competence development
and assessment in VET, guidelines that are more aligned with educational research on competence
development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.
Originality/value – So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.