An exploration of the relationship between academic and experiential learning approaches in vocational education.

Background: Research on individual learning approaches (or learning styles) is split in two traditions, one of which is biased towards academic learning, and the other towards learning from direct experience.

Aims: In the reported study, the two traditions are linked by investigating the relationships between school-based (academic) and work-based (experiential) learning approaches of students in vocational education programs.

Samples: Participants were 899 students of a Dutch school for secondary vocational education; 758 provided data on school-based learning, and 407 provided data on work-based learning, resulting in an overlap of 266 students from whom data were obtained on learning in both settings.

Developing a classification tool based on Bloom's taxonomy to assess the cognitive level of short essay questions.

The cognitive level of short essay questions taken from assessments of two veterinary courses at the Faculty of Veterinary Medicine of Utrecht University (FVMU) was evaluated using a simplified classification tool based on the taxonomy of Bloom. Classifications were made by teaching staff members (subject matter experts, or SME) and by faculty members not involved in teaching the course (non-subject matter experts, or NSME). To compare the cognitive level assigned by raters in the SME group to that assigned by the NSME group, each test item was assigned a modal taxonomic level.