Identifying and measuring knowledge in vocational awards: the national vocational qualification experience

Abstract

This paper tackles the problem of knowledge specification in vocational awards. More particularly, it addresses this issue in the light of the United Kingdom (UK) experience, through the recent work of the National Council for Vocational Qualifications (NCVQ). Based on the short history of NCVQ, it traces the origins of some of the current knowledge specification and related knowledge assessment problems back to the pre-NCVQ era. The paper also highlights the controversy between competence and capability, and identifies two broad perspectives on the problem of competence specification: one, a behaviouristic perspective which primarily targets observable skills; the other, a cognitive/constructivist perspective which aims to identify the knowledge and understanding that underpins observable performance. The paper argues that a balanced view is both possible and necessary if valid and reliable standards of competence and associated assessment procedures are to be achieved. This argument is supported by suggestions, which build on recent views advanced in cognitive psychology, about on how to specify knowledge. The paper might be useful to those currently involved in similar initiatives around the world in understanding some of the factors that have influenced the setting of standards of competence.