Grading vocational and technical assessments
The primary aim of this research was to provide insight into the variety of grading practices in operation in vocational and technical qualifications. The project also aimed to consider what issues might arise in relation to the different approaches; and these were divided into two categories – short-term technical issues, and longer-term conceptual ones.
Grading competence-based assessmentsAlthough England has a tradition of grading in technical and vocational education and training contexts, there is no identifiable literature, from the UK, on this topic. To develop a deeper understanding of this area, attention needed to be focused further afield. This report explores insights from a small literature, derived mainly from Australia, into the theory and practice of grading competence-based assessments. These reflect a particular approach to designing vocational and technical qualifications, which has become increasingly widespread since the early 1990s.
Local copy of Overview_-_Grading_Vocational___Technical_Assessments.pdf
Local copy of Grading_vocational_and_technical_qualifications_-_FINAL.pdf
Local copy of Grading_competence-based_assessments.pdf
Local copy of Grading_of_VTQs_Annexes.pdf
Local copy of Grading_of_VTQs_Glossary.pdf
https://www.gov.uk/government/publications/grading-vocational-and-technical-qualifications
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