Assessment in Vocational Education

Abstract

Assessment systems in general vocational education in many countries usually offer a hybrid model that combines strong criterion-referenced standards in the form of outcomes or competences and weak notions of norm-referenced standards. The model draws for its methods and approaches on a range of activities. The design of assessment systems are affected by the position of a vocational education pathway in relation to alternative choices of work-based training and general academic education. Assessment is also affected by ideas about typical vocational education identities and attitudes toward learning.