Abstract:
On-course assessments were introduced in 1978 for a number of qualifications controlled by the New Zealand Trades Certification Board.
The on-course assessments are in all cases followed by 'external' examinations and, therefore, the internally assessed component is only a part of the overall qualification process.
In this case study a description and evaluation of one trade assessment system, in plumbing and gasfitting, is undertaken. The evaluation of the system is based upon the working definition of evaluation as the process in which judgements about the quality of an object are made in reference to a standard pertaining to a specific aspect of the object. Concomittantly as an integral part of this summative evaluation process, is the notion that the conclusions of the evaluation will lead to change.
The structure and operation of the Assessment System is given in the descriptive section. Considerable variation in the manner in which the on-course assessment components are carried out is identified. In contrast to the internally assessed stages the Trades Certificate theory component is determined by up to nine hours of examinations conducted on a national basis. Based upon the thesis of Guba & Lincoln (1981) the evaluation of the Assessment System is conducted from the two perspectives merit and worth.
Merit is taken as an object's value which is intrinsic and is determined by the degree to which the object conforms to certain standards upon which a group of experts agree. The merit criteria in this evaluation are those provided by the Joint Committee on Standards of Education Evaluation (1982).
The worth of an object is its value which is extrinsic and is, therefore, dependent upon the context in which the object is located. Worth in this case study is determined by comparing the object in terms of a set of criteria derived from either expectations of the audience expressed as benefits and change factors or described needs related to the operation of the Assessment System.
The conclusions of the considerations of merit and of worth are in somewhat marked contrast to each other. The merit considerations tend to have resulted in conclusions which are more critical than those of worth. Nevertheless significant issues are identified within both categories of evaluation. These issues can be grouped under the headings of:
A validity
and
B reliability.
In the subsequent theoretical discussion these issues of validity and reliability are related to both the object of this case study and to the more general question of the assessment for qualifications in practical occupations.
On the basis of the description, evaluation and theoretical discussion a number of recommendations are made. These cover such areas as training in assessment skills, prescription or curricular design, control functions, the provision of resources and incentives for trainee progress.
