The role of assessors in practical examinations

motivation, legitimacy, and influence on daily work

Abstract

At the end of their initial vocational training, apprentices undergo, among other assessments, a practical examination supervised by two assessors. This role is reserved for voluntary, experienced professionals from the field. Our study, based on two focus groups, provides a deeper understanding of the motivations for taking on this optional role, which is often carried out during personal time, as well as the construction of the legitimacy of this function and its impact on daily work. Our results show a variety of types of motivation, ranging from extrinsic to intrinsic, along the continuum of Self-Determination Theory. Additionally, assessors’ perceived legitimacy is closely linked to their experience and their ability to effectively handle unforeseen challenges encountered during practical exams. Finally, the assessor role influences daily work and is also reciprocally influenced by it.