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Principles underpinning graded assessment in VET: a critique of prevailing perceptions

Griffin, Patrick and Gillis, Shelley (2005) Principles underpinning graded assessment in VET: a critique of prevailing perceptions. International Journal of Training Research, 3 (1). pp. 53-78. ISSN 1448-0220

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To help achieve national consistency of assessment and reporting in the Australian Vocational Education and Training sector, there is a need to develop a set of national principles for graded performance assessment. This paper challenges a number of prevailing principles from both a theoretical and assessment perspective, namely that grades must be criterion referenced (Williams & Bateman 2003), meaningful (Rumsey 2003) and applied once competence has been achieved (Williams & Bateman 2003). This paper argues that the use of generic criteria cannot be defended in terms of their validity and reliability and that a clear understanding of the underlying developmental continuum of learning is required to inform the development of meaningful and valid criteria and descriptors of quality performance. Finally, the paper proposes a set of principles that have been grounded in theory, have been put to the test in large-scale research, and are consistent with international literature on competence assessment.

Item Type: Article
Uncontrolled Keywords: ResPubID18640; Australian Vocational Education, competency-based education, employees evaluation
Subjects: FOR Classification > 1301 Education Systems
Faculty/School/Research Centre/Department > Work-Based Education Research Centre (WERC)
Depositing User: VUIR
Date Deposited: 20 Mar 2012 03:57
Last Modified: 20 Mar 2012 03:57
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