Competency-Based Assessment and Reporting in Ghanaian Polytechnics: A Critique of the Prevailing Perceptions

Abstract

Since the introduction of competency-based training (CBT) in Ghanaian vocational education and training (VET) systems in the early 2006, one area that presents the most contentious issues in its implementation is assessment and reporting of learning outcomes. The assumption and principles that underpin competency-based assessment (CBA) define only one level of performance criterion that can either be demonstrated as (competent) or not (Not yet Competent). This reporting technique in CBA has generated lot criticisms in the literature among employers, teachers, students, practitioners and other relevant stakeholders in Ghanaian polytechnics and the VET in general. This study examines the debate on grading and non-grading of CBA with related assumptions and principles. It further discusses alternative ways of reporting merit or excellence, criteria for creating levels of performance and grading approaches in criterion referenced judgments. Finally, the paper proposes a set of principles grounded in theory and consistent with international literature on competence assessment and reporting to inform future policy formulation in Ghanaian VET.

Keywords: competency-based assessment, performance, grading, criteria