Graded assessment in vocational education and training: An analysis of national practice, drivers and areas for policy development

Purpose of the research

In the absence of clear policy on graded assessment in vocational education and training (VET), a range of practices has evolved in the Australian national training system. The purpose of this study was to update the research to take account of the changes in the VET environment.

Issues examined

Examination of the literature and key stakeholder consultations were undertaken to identify the issues to be investigated in the study. These issues were categorised under four headings:

• validity, reliability and consistency
• cross-sectoral concerns
• costs associated with graded assessment
• changes in the national training environment that have affected graded assessment.

These four categories then formed the basis of discussion with representatives from the Australian National Training Authority (ANTA), state training authorities, registered training organisations, universities, employers, unions and learners.

Key findings

The research has identified that 'good' practice in competency-based assessment itself, let alone graded competency-based assessment, is still not fully understood nor universally implemented across the national training system. It has been difficult to draw general conclusions about the nature and extent of grading practices because of the inconsistent and fragmentary implementation of graded assessment in the VET sector.

Nevertheless, a number of key findings can be identified:

• Significant initiatives, such as statewide trials in Western Australia and Queensland, are under way. In spite of this, however, support for graded assessment is not universal across stakeholders.
• A sizeable majority of respondents from all stakeholder groups considered graded assessment to be as important as, or more important than, other pathway mechanisms, such as articulation or partnership arrangements.
• In evaluating key questions about graded assessment, such as whether, why and how to grade, consistency in graded assessment across national qualifications was deemed to be the most important consideration for a large proportion of the respondents.
• Few policies or guidelines exist to assist registered training organisations in implementing graded assessment in a valid and consistent manner.
• Even where policy guidelines exist, there is variation in the way graded asessment is carried out.
• Instances of 'good' practice in graded assessment were identified. These incorporated features such as professional development of assessors, provision of policy and/or guidelines, provision of exemplars of assessment tools and grading schemas as well as validation processes.
• Limited information is available and findings are mixed regarding the additional costs that may be incurred in implementing a graded assessment system. Indeed, there appears to be little will to explore this issue at either registered training organisation, state or national level.
• The lack of transparency in reporting is of major concern. The wide variation in grading methodologies employed by registered training organisations leads to significant discrepancies in what the grades represent. Transparency in reporting is essential to make the grades meaningful to stakeholders.

Proposed framework

The researchers have proposed a framework aimed at enhancing the validity, reliability and transparency of graded assessment practices at a national level, without diminishing the capacity of providers to respond to client needs and to reflect local contexts. The proposed framework consists of three tiers:

• At national level, a set of overarching principles should provide guidance on what should be graded and how, the number of levels of competency development to be assessed and for what purposes the grading may be used. These would complement the Australian National Training Authority principles of assessment for VET, with which it is proposed graded assessment policies and practices at state and registered training organisation levels should comply.
• At state level, policy or guideline development is needed, consistent with national principles.
• At registered training organisation level, there should be autonomy to develop local policies, procedures and guidelines, albeit within national/state principles/guidelines, that meet local needs and support the implementation of graded assessment.

Proposed future directions

The following discussion of future practice in this area is in no way designed to imply that graded assessment should be implemented universally across the Australian VET system. However, in view of the wide range of models and approaches to graded assessment currently in use, the following suggestions are made in an attempt to enhance the validity, reliability and consistency of grading practices nationally in those contexts where graded assessment is deemed to be appropriate:

• The option to grade competency-based assessment should remain discretionary for individual organisations.
• Graded assessment should be addressed at national level for guidelines on developing schema for grading.
• Certain principles should apply when developing a graded assessment system at national, state and local registered training organisation level. These principles are that graded assessment be:
  - criterion-referenced
  - applied once competence is determined
  - easily understood by both the assessor and the person being assessed.
• Up-front and ongoing professional development in graded assessment techniques and methodologies ought to be provided for new and existing trainers or assessors concurrent with the development and maintenance of a graded assessment system.
• Competency standards in the training package for assessment and workplace training should include information on the units of competency capable of graded assessment and guidance on how to develop grading schema which reflect content-specific criteria.
• Appropriate validation processes, such as consensus moderation, should accompany a graded assessment system.