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The current interest in assessment has been generated by a significant interest within the vocational education sector and industry in competency-based learning. If competency standards are used, ways of assessing those standards are needed.

This book is intended to introduce the topic of assessment to the general reader who knows little about it. The authors look at the assessment techniques developed over the last fifty years, and maintain that they are still applicable today.

Like the others in the 'Getting to grips with…' series, this book is in two parts. The first part is composed of a description of the subject matter in a manner which is intended to be clear to any interested layperson. Areas discussed include: the meaning of assessment; why assessment matters; curriculum model; percentages and comparisons; where, how and by whom assessment should be done; valid, reliable and economical assessment; bias in assessment; planning assessment; recognition of prior learning; some problems. The second part gives an annotated list of further reading in the area of assessment. Show less

This publication was derived from a report prepared by FOCUS Learning Systems for the VEETAC Working Party on the Recognition of Training. The project was funded by DEET. The publication details the results of a study to survey all the current developments in the area of recognition of prior learning in Australia. It identifies: how RPL is being implemented in the States/Territories; issues involved in the further implementation of RPL; best practice in RPL. Show less

This document contains the executive summary and full text of the paper. The paper reports on the history of the project to develop proposals for a new set of awards for vocational education and training, describes the proposed new model and discusses a number of issues which must be explored, such as the meaning of the term ‘award’, levels of awards, relationship to ASF and National Competency Standards and nomenclature. These issues are accompanied by a set of focus questions which may assist readers to address these matters.

Field testing of the model will take place in September and October, 1993, and the results of these tests will be used to identify a refined model and produce a further progress report. This work builds on that done by David Rumsey, which identified a number of shortcomings in the present system, and in response to which MOVEET requested the Working Party to develop these proposals. Show less

This paper looks at similarities and differences between Australia's approach to adopting a competency-based education and training system and the system of National Vocational Qualifications in the UK. The author argues that both systems are driven by politicians and bureaucrats determined to implement the changes without a sound research and development base.

It is suggested that the differences between the two systems are the source of many of the current problems experienced in adopting a competency-based education and training system. Differences discussed are in the areas of industrial relations and recognition of training.

The paper concludes with a prediction that content will be all-important in ensuring we have a workable system of competency-based training. The competency standards must specify content in much more detail than is currently the case. The content in turn provides the basis for the assessment processes and evidence of competence. Show less

In the nineteen years of existence of the National Trade Testing and Certification Program in the Philippines, there has been no formal publication yet of the skills certification statistical summaries.

This report was prepared to overcome this shortfall. It covers data relating to the seven generic trades. Show less