1. Competence-based Assessment

2. All modes of assessment (including examinations) seek to measure student performance in various areas: Practical Skills Intellectual Skills Attitude Skills

3. Historically, education has been divided two ways …. The development of the individual through a general, ‘liberal’ and academic route … and.. The education for work and vocational skills

4. Vocational training has its basis in the development of skills and competencies that are valued in the workplace. In some industries, this vocational training was provided through an apprenticeship scheme where ‘time served’ apprentices developed their skills in the workplace.

5. The introduction of National Vocational Qualifications (NVQs) meant that vocational training could be undertaken in a variety of environments and the provision of National Standards provided the basis for these qualifications

6. Competency-based or non-competency based ? Competency based Non-competency based The focus is on the application of knowledge, on outcomes, what you do rather than what you know. For example, the ability to communicate – a role play, with observation as an assessment method. The focus is on the acquisition of knowledge, learning, and process. For example, a lecture on communication, with an essay as the assessment method.

7. Purpose of Competency-based Programmes In competence-based models, the emphasis is on what a candidate can do. The NVQ assessment model allows for the assessment of performance- related evidence of competence as well as essential underpinning knowledge.

8. IT’S A (PIECE OF) CAKE! Imagine that your NVQ is a cake… ELEMENTS Each UNIT in the NVQ is like a piece of the cake. Each ELEMENT in the unit is like a layer of the cake. The PERFORMANCE CRITERIA, RANGE (or SCOPE) AND KNOWLEDGE are like the ingredients of each slice. INGREDIENTS PERFORMANCE CRITERIA RANGE or SCOPE KNOWLEDGE UNIT NVQ