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There is common agreement that computer programmers differ qualitatively in their abilities. Employers seek to know not only what programmers can do, but also how well they can do it. Yet National Qualifications Framework Unit Standards for programming do not currently provide for a qualitative evaluation of performance.

This paper explores both the feasibility and the desirability of awarding a merit grade in the assessment of competency-based unit standards for programming. It investigates problems in distinguishing levels of performance with an acceptable degree of validity and reliability. A means of assessing meritorious performance in programming is proposed, and its applicability to the wider field of computing and information technology is considered. Show less

This document illustrates and promotes principles of good practice for work-based learning programs, using case studies from TAFE NSW and their industry partners. The case studies were selected to illustrate the range of work-based learning activities that are possible. It aims to provide curriculum designers and deliverers with ideas and contacts to help them engage effectively in work-based learning activities. Section 1 reflects successful strategies used by course designers and deliverers in TAFE NSW to facilitate the effective implementation of work-based learning arrangements. Section 2 profiles a selection of TAFE NSW and industry programs with aspects of development and implementation highlighted for each case study. There is also an appendix which provides a brief summary of the case studies.

This publication is part of the 'Managing Teaching and Learning in the Workplace - Practical Strategies' resource kit. Related publications are indexed from TD/TNC 61.67 to TD/TNC 61.69. Show less

This document reports on an independent review commissioned by the National Council on Vocational Qualifications (NCVQ) and chaired by John Capey. The remit was to 'review [General National Vocational Qualification] GNVQ assessment and grading', particularly in relation to the changes to GNVQ assessment introduced in September 1995. Particular attention was to be paid to: the extent to which the assessment and grading regime meet, and will continue to meet, the curriculum objectives originally set for GNVQs; the manageability and cost-effectiveness of the assessment and grading requirements for lecturers, teachers, students and institutions; and the extent to which the needs of higher education and employers can be addressed through the assessment and grading system. Key findings are that: the review group was impressed by the positive attitude of students and teachers towards the GNVQ's philosophy and structure; and the evidence presented to the review group was unequivocal in identifying the need for a further simplications of the GNVQ assessment and recording requirements. The report makes nineteen recommendations to NCVQ for action under the following headings: manageability; Core skills; Grading; External tests. Show less

This package has been developed from the Developing Learning Guides Workshop Package produced in 1993 (see TD/TNC 31.12). It is designed for trainers working in industry. It is in four parts: Part A, Why use this package?; Part B, Production pack; Part C, Resource pack; Part D, Evaluation pack. It may be used in a variety of ways, according to the needs and experience of the users and the training environment in which they are working. Show less

This book is written to assist teachers and trainers in vocational education and training who are delivering training either in formal institutional settings or in training rooms away from the day-to-day productive work environment. The idea is for the reader to focus on the important components of assessment and consider the possibilities. The book is presented in four parts: the first looks at the key elements of assessment; the second emphasises planning, management and evaluation as essential elements of assessment and offers some suggestions which teachers and trainers may consider in the development of their own assessment strategies; the third part looks at a range of assessment methods which can be used for assessing skills and knowledge; the final section addresses those issues associated with assessment which remain matters of considerable discussion and debate. Show less

The document provides an elaboration of the FEU's proposals for a framework for post-14 education and training. It aims to provide readers with a fuller explanation of the approach and to clarify FEU's advice on both current and future uses of the framework. Show less

The article discusses developments in language policy and their implications for adult and child [English as a second language] ESL in Australia. The author refers to 'pluralist' and 'economic rationalist' views which have variously shaped the National Languages and Literacy Institute of Australia (NLLIA) bandscales, the ESL Scales and competency-based approaches in Australian TESOL [teaching English to students of other languages].

Edited published abstract. Show less

This study presents the first experience of the operation of Sector Institutional Assessments (SIAs) conducted in Zambia. This study reports on phase one, which covers the assessment of the core sector agency - the Ministry of Education. An SIA is a diagnostic and consensus-building procedure used to design and plan institutional reforms, institutional development or capacity building. The end product is an action plan that contains measures and identifies those responsible for carrying for carrying them out. A description of how SIA was used in Zambia and a discussion of what lessons have been learnt make up the bulk of the report. Show less

It is widely acknowledged that there are three interlinked goals or aims of technology education: to develop technological knowledge and understanding (technological literacy), technological capability and an understanding of the relationship between technology and society. The curriculum statement Technology in the New Zealand curriculum: draft (1993) is based on these goals. They give rise to the general aims, strands and achievement objectives themes of the draft curriculum.

In accordance with Ministry requirements and consistent with previously existing national curriculum statements, curriculum detail is organised within a number of strands. Whilst other curriculum documents generally treat the strands as separate entities and allude to the possibility or desirability of overlap it is the explicit intention of the technology document that technological activities include all or as many strands as is reasonably possible. Show less

This paper reports on the way teachers and students in the Child Care Department of the Canberra Institute of Technology view the assessment process. Surveys showed that generally both teachers and students were satisfied with the amount and the relevance of assessment, and that students were generally satisfied with the fairness. Just over half of the students were satisfied with the information given to them about assessment and feedback. Nearly all teachers were positive about feedback and assessment information given to students. Both teachers and students were dissatisfied with the grading system. Both groups made many suggestions for improvement.

The survey findings prompted a series of recommendations to do with improved communication and strategies in the assessment process. As suggested by the author, the Child Care Department faces the challenge of fine tuning and upgrading their approach to assessment, a timely task given the Department’s future involvement with the development of national CBT modules in child care. Show less