ABSTRACT
Questions about educational assessment and certification have typically been taken to be merely technical matters in which the prime aim is to link intellectual ability to jobs. More specifically, it has been assumed by the dominant technological-meritocratic paradigm that there is a linkage between intelligence, subject choice, academic credentials and suitability for particular occupations.1 We can represent this model as follows:
subjects credentials managerial jobs low IQ practical low blue collar
subjects credentials jobs/no jobs Here it is assumed that 'intelligent' people will choose or be directed into taking subjects such as the physical sciences, mathematics and foreign languages which are deemed to be 'difficult' and 'demanding'. The 'less intelligent' people will take the 'less demanding' subjects such as home economics, typing and woodwork. It is further assumed that proficiency in the 'difficult' subjects reflects a more general ability to engage successfully in professional and managerial work so that restricting entry to the prestigious and highly paid jobs to those with high credentials is a rational process. Underlying this model is a belief that we live in or are moving toward a near meritocracy where credentials are the major criteria by which individuals are chosen for professional and managerial work. The problem of assessment is one of perfecting the instruments by which credentials are awarded so that they accurately and fairly reflect ability.
