The Assessment of Performance and Competence

The competence based curriculum is now well established and competence is achieved through a range of opportunities that may be presented to the learner within the workplace, training workshop and college. A result of the "Competence Curriculum" is the integration of educational, training and experiential elements of learner activity. These have sometimes been viewed as separate elements of the learners development. Qualifications are being developed to standards and levels acceptable to the National Council for Vocational Qualifications (NCVQ). The qualifications identify competences to be achieved and demonstrated to the required standard by the learner. This approach suggests new responsibilities for both the learner and the teacher if competence is to be developed, practised and assessed through relevant learner-centred activities. The assessment of competence is a key activity both to identify achievement and as the basis for accreditation. The range of activities within which assessment takes place requires those involved with the learner to be familiar with, and capable of, undertaking appropriate assessment responsibilities. This book presents and considers the sequence of curricular planning, teaching and assessment activities necessary to ensure that learner competence can be developed and the level of performance monitored. It outlines an approach to competence assessment which is relevant to the learner whether in a workplace, college or training environment. The author's choice of topic areas should allow those involved in the assessment of competence to find both explanation and direction. He draws on his experience in industry, vocational education, training and staff development to present the subject in a usable form for the practitioner.

Table of Contents:
Developing standards; initial assessment and induction - assessing induction; planning and preparing training; planning and delivering training; communication in training and assessment; monitoring safety; assessing knowledge, skills and evidence - assessing prior learning and achievement, claiming achievements, assessing underpinning knowledge and skills; assessing competence - qualifications, terminology, assessing and recording confidence, assessing candidates, the assessor in action, reviewing portfolio of evidence, the candidate in action, skills testing; feedback, records and certification - occupational aspects, feedback, keeping records, certification.