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The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation included three data collection activities: a survey of 258 teachers, trainers, and assessors (response rate, 43%); a survey of 68 Industry Training Advisory Board members (response rate, 89%); and case studies of 45 sites in 3 industry sectors. The evaluation focused on the extent to which CBA is meeting users' needs, the resources being used for CBA, and the perceived outcomes and benefits of CBA. Although the study participants were generally satisfied with CBA, they expressed concern over certain aspects of CBA that need improvement. The following are among the strategies for improving CBA practice that were identified: review competency standards for their value and relevance to industry; develop a creative national marketing and communication strategy to promote the benefits of vocational education and training (and thus CBA) to users and potential users; establish training and assessment partnerships between industry and registered training organizations; ensure that assessment includes underpinning knowledge, skills, attitudes, and ethics; and improve the quality of assessor training. (Concluding the document are lists of the research participants, reference group members, and focus group participants.) (MN)

Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The eight programs selected for study were competency-based programs. They represented a mix of school and workplace programs and prepared students for certificates in widely ranging areas/occupations, including the following: adult general education, engineering production, carpentry and joinery, public administration, restaurant service, and occupational health and safety. The practices and materials used in each program were identified and discussed. The following issues emerging from the case studies were examined: assessor training; integrating learning and assessment; validity and reliability; literacy, numeracy, and language; enterprise and industry standards; and assessment instruments. (Most of this document consists of the eight case studies. The individual case study reports contain the following kinds of sample materials/exhibits: sample learning activities/modules, assessor guidelines, competency assessment checklists, student assessment criteria, competency statements and corresponding performance criteria, and sample tests. The bibliography lists 10 references.) (MN)