Competency-based assessments are a fairly recent development in German Vocational Education and Training, whereas in other countries, the UK in the first place, an extensive and elaborate system has for some time been established. These assessments relate to genuine work processes in the workaday reality of an occupation and aim to grasp the behaviour of the trainee in a business environment. Parallel to the development of new examination methods additional quality criteria were specified: Supplementing the traditional diagnostic features of objectivity, validity and reliability, conceptual criteria such as authenticity, action and process orientation are now applied (see Lorig et al. 2010, 5).
Evidence requirements have shifted from standardised knowledge and skills assessments in a separate examination setting to flexible competency assessments integrated into the training environment.
Source: Prüferportal www.prueferportal.orgThe UK vocational system has a Qualification and Credit Framework (QCF) which is the framework for creating and accrediting qualifications in England, Wales and Northern Ireland. All qualifications are composed from learning units. Each unit has a credit value and level.Candidates‘ evidence is portfolio based (increasingly ePortfolios).
The assessor may use a variety of assessment method such as direct observation, witness testimony, examination of work samples, examination of reports prepared by the candidate, professional discussion, personal statement, oral questioning, assignments or projects, and audio/video recordings.
There is a rigorous assessment system in place to ensure fair and consistent monitoring of candidates. The standards are national and are endorsed by employers (excerpt from Peer Review Report UK, project TrainCom).