DEMONSTRATED COMPETENCE – a viewpoint of context-based assessment and evaluation in education Assessment to facilitate learning and development requires assessment and evaluation processes, generating data so that students, advisers, planners and decision-makers get realistic information to support their work. An approach using the principles of “intelligent accountability” emphasizes trust between different parties in the evaluation process and the importance of engaged reflection, feedback, and assessment. (see Crooks 2002; O´Neil 2002) In Finland, the Ministry of Education requires all vocational qualifications to be attended by a practical test (skills demonstrations), demonstrating students' attainment of the aims of vocational training. In addition to promoting student assessment, the Ministry also requires the results of skills demonstrations to improve national evaluation and quality assurance systems by gathering the evaluation data straight from local tests flexibly administered by vocational institutions. Two years of intensive development work has shown fundamental tension between national evaluation and the development of the assessment by skills demonstrations. This raises questions about using data for many different purposes: feedback to learners about their learning and competence, the instructors and advisers for planning and implementation, the developers and managers for improving their institution and instruction, the decision-makers for developing a learning and qualification system that transcends the boundaries of education and working life, and, last but not least, for working life itself. (see Räkköläinen & Ecclestone 2005; Räkköläinen 2005.) Our paper evaluates critically and theoretically whether it is possible to use learning results from skills demonstrations simultaneously for student assessment and evaluating the effectiveness of training in a positive way, and for so many different purposes. It raises questions about how to develop a genuinely “intelligent” system and promote learning. We will use outcomes from the development work and from pilot experiments to examine the creation of the national evaluation system. It raises new questions about how to use evaluation data at local and national level in a system that is not accustomed to centralized regulation. We will also consider the definition of the criteria for assessing knowing and competence from the viewpoint of skills demonstrations in VET. The aim is to outline a context-based model of assessment and evaluation, and appraise its functionality in the light of experiments in the field of vocational education in Finland. (see Poikela 2004; Poikela & Räkköläinen 2006.)

Two years of intensive development work and two pilot projects and quantitative and qualitative analysis of the data from skills demonstrations in pilot projects (research in ongoing doctoral theses)

The development work has shown fundamental tension between national evaluation and the development of the assessment by skills demonstrations. It is a fundamental question of tension between local and central level, flexibility and control. Administrators, evaluators and teachers have to be more conscious about the main features on context-based assessment in VET.