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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 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

This is a preliminary study which examined entry level employment for people with disabilities in the light of the training reform agenda and award restructuring. The brief for the project sought information about the impact of competency standards, competency-based training and the reform of entry level training on people with disabilities. Information was to be sought in relation to at least two different industries and both small and large size businesses, and from both an organisational perspective and from the perspective of the individual with a disability. Entry level employment is usually thought of as occurring in the age range 15-19 years. The study examined the contemporary literature and investigated employment and training in the automotive and hospitality industries. A case study approach was adopted in which the employment and training experiences of 10 people with various disabilities were examined. A list of potential effects, both positive and negative, of award restructuring and training reform was developed from the consultation process. These were examined in the light of the experience of employees with disabilities and employers. Results from a preliminary study of this kind are tentative rather than conclusive. However, for people with disabilities it does seem that the training reform agenda is both a threat and an opportunity. The study suggest several modifications which should be considered in developing assessment policies and argues for the linking of competencies, slow workers' permits and other sub award wage assessments to a national competency standards scheme for people with extensive handicaps for employment. These preliminary results suggest that further research is needed. Methodological considerations for such a study are set out in the final section of the report. In addition 20 related issues were identified as worthy lines of inquiry.

Excerpts from publication. Show less

This report, which tackles the critical issues in competency-based assessment, forms part of a major national project commissioned by the Vocational Education, Employment and Training Advisory Committee. It is the result of material and ideas presented at the National Assessment Research Forum, held in Sydney on 1-2 April, 1993 (see TD/NSW 33.21 for the proceedings), and forms part of the wider national project managed by NSW TAFE Commission, Educational Quality Assurance Division. It reflects: current research literature on competency-based assessment in Australia and overseas; thoughts and perspectives on assessment presented at the Forum; areas of consensus identified at the Forum; challenges to be met. Show less