Several studies into the response of Australian teachers, in the vocational education and training (VET) sector, to the implementation of competency-based education (CBE) have identified the role of judgement in competency-based assessment as a source of confusion and distress for assessors. This article explores the role of judgement from a philosophical perspective drawing on the work of Ryle, Geach and Polanyi. It is seen that judgement plays a pivotal role in all learning and assessment. The large component of tacit knowledge and judgement associated with vocational education requires high levels of vocational and educational expertise on the part of assessors. The implications of this for professional development of VET teachers are discussed briefly. The model of CBE that emerges from this article emphasises the exchange of tacit knowledge and the exercise of tacit judgement in learning. This model throws new light on many of the old debates in CBE and training and these are discussed. © 1999 Journal of Vocational Education and Training All rights reserved.
Author Keywords
Index Keywords
