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This article chronicles factors contributingto the neglect of the assessment of practical forms of knowledge in Vocational Education and Training (VET) in England. It illustrates how older, more coherent concepts of forms of knowledge, skills and competence have been pushed to the margins of educational discourse, replaced by restricted, fragmented and much less credible conceptual imposters. The consequences of these restricted conceptions and how they have subsequently become organised, taught and assessed in VET are discussed. Particular attention is given to the ways in which such restricted conceptions can lead to vocational assessment regimes which require little more than ‘one-off’ demonstrations of successful performance, expressed in behaviourist outcomes; the superficial recall of cognitive concepts; and the regurgitation of factual information in pen and paper examinations. Comparisons are drawn between the strongly centralist system of control regulating VET in England and alternative more collaborative state partnership systems of VET currently operating in Continental Europe. This small-scale, qualitative study, conducted with 12 tutors of VET in Further Education (FE) colleges and Industry Training Providers (ITPs) brings to light the impact of these restricted concepts in VET in England today. Research methods include, iterature review, transcripts of semi-structured interviews with vocational teachers and education leaders and focus group discussions. Reflexive Thematic Anlaysis (RTA) is employed to identify subthemes and themes in the data in order to identify, refine and discuss findings. Results reveal that sector practitioners require further professional development in addressing current issues in incoherent curriculum design and inauthentic approaches to assessment.
Gregson et al. (Thu,) studied this question.