This research examines the strengths and weaknesses of CBT as it is currently applied to the Australian VET system and whether there is cause to consider a broader approach to defining and describing competence and hence considering how best teaching and learning in VET is delivered and assessed.
The quality and rigour of assessments in VET have been key concerns for VET policy-makers, which questions the credibility of VET qualifications.
This report explores some of the key issues associated with the assessment in VET and reflects on some possible solutions.
An analysis of student verbatim responses in the Student Outcome Survey provides suggestions for how the vocational education and training (VET) system could be improved.