| Description |
xvi, 156 pages : illustrations ; 23 cm |
| Series |
Assessing assessment |
|
Assessing assessment.
|
| Contents |
1. The emergence of competence-based assessment -- 2. The case for competence-based assessment -- 3. Theoretical issues in a criterion-based system -- 4. From theory to complementation: evidence from education and the workplace -- 5. Conclusion: a look to the future |
| Summary |
"Competence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic, full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America."--BOOK JACKET. "Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail."--BOOK JACKET. "She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, and synthesizes the growing body of evidence on implementation. Finally, she reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach."--BOOK JACKET |
|
"Alison Wolf is a Reader in Education at the Institute of Education, University of London."--BOOK JACKET |
| Analysis |
Great Britain |
|
Vocational education Assessment |
|
Great Britain |
|
Vocational education Assessment |
|
Great Britain |
|
Vocational education Assessment |
| Notes |
Bibliography: p142-150. _ Includes index |
| Bibliography |
Includes bibliographical references (pages [142]-150) and index |
| Subject |
Competency-based education -- Great Britain.
|
|
Vocational education -- Great Britain -- Evaluation.
|
|
Education and state -- Great Britain.
|
|
Vocational qualifications -- Great Britain -- Evaluation.
|
| LC no. |
94025710 |
| ISBN |
0335190235 (paperback) |
|
0335190243 |
|
