ABSTRACT

This chapter is designed to look in brief at the technical issues in the development of standards and their assessment. It follows occupational standards through from their definition to their assessment and examines the current thinking on the role of knowledge in standards. It will be seen that the model is still very much in a developmental stage at the time of writing and that the assessment which is envisaged for National Vocational Qualifications (NVQs) fundamentally calls into question much previous practice. The aim of the conference from which this book derives, was to open up the debate to others and particularly those in the further and higher educational world. It is hoped that the issues put forward in this chapter are considered by those at the conference and those reading this book, and that some will join the debate and consequently aid the process along.