A review of vocational research in the UK 2002-2006: Measurement and accessibility issues

The UK vocational assessment landscape is changing and research has a key role in helping to identify trends and anticipate emerging issues and challenges. This review collates the messages from recently published research about specific issues that have been found to affect the measurement of vocational learning. It also highlights issues that have been found to influence learner access to vocational qualifications. The data collection method was a structured literature review of material published since 2002. The review used three different types of search: a search of articles found in a selected group of internationally respected peer-reviewed academic journals; an online database search; and a search of articles written by respected authors working in the vocational assessment field. Introduction: Scope of the review The assessment landscape in the UK is changing. The government is committed to creating more flexible learner pathways involving, amongst other things, the establishment of a structure that equates the relative values of different qualifications with each other. According to the UK examinations and qualifications regulator, the Qualifications and Curriculum Authority (QCA), the National Qualifications Framework (NQF) for England, Wales and Northern Ireland sets out the levels at which qualifications are recognised, helping learners to make informed decisions about the qualifications they need. The framework enables comparisons to be made about the levels of different qualifications and the identification of clear progression routes. Currently there are moves to