Hin Marie 
I hope I am not too late to ask this question 
I was interested in Regie's post about the difference between EFF and CBE. Here is New Zealand we have a very well established competency based assessment framework called the National Qualifications Framework www.nzqa.govt.nz
In lieu of any literacy standards a number of practitioners use until standards from the NQF to assess their learners - e.g. Read texts for practical purposes, Fill in a form , Write an incident report, Solve problems using whole numbers, Solve problems using numbers in different forms. 
In lieu of anything else workforce ( in particular) practitioners use the outcome statements of these standards as curriculum despite The New Zealand Qualifications Authority saying that is not their purpose. This use of  unit standards is widespread in technical areas as well as in literacy and numeracy areas. 
The New Zealand Minsistry of Education is about to introduce key competencies into our tertiary education system based on the novice to expert continuum.. One of the key competencies is use tools interactively which includes standards around literacy and numeracy. http://www.nzliteracyportal.org.nz/download/20050419100458key_competencies.pdf
 
The approach is based very much on the OECD's DeSeCo approach. http://www.portal-stat.admin.ch/deseco/ccp-bac1.pdf
 
Five descriptive  standards have been developed - reading , writing, speaking, listening and maths which are very loosely based on the EFF Standards ( except they have taken the knowledge component out). http://www.nzliteracyportal.org.nz/download/20050419110405stds_doc.pdf
 
The Descriptive Standards are in draft form but there is currently underway a project to write progressions for the 5 draft standards ( again loosely based on the EFF appraoch) However what is different is that there has not been the level of consultation with learners and to some extent  practitioners that underpinned the EFF approach. We expect that these progressions will become a reporting system for all literacy and numeracy programmes. 
The reason the Ministry is keen to introduce Key Competencies into the tertiary system is that they are part of the primary and secondary ( K-12 ) system and the idea is to have a seamless system. 
What advice would you have about the introduction of these standards bearing in mind they will be very different from the current well established CBE system. How can we make sure practitioners understand the differences rather than just use them as another CBE system
 
Thank you 
Susan Reid 
Manager, Consultancy Services
Workbase the New Zealand Centre for Workforce Literacy 
@ Vermont St, Ponsonby
Auckland , New Zealand 
www.workbase.org.nz
www.nzliteracyportal.org.nz

________________________________

From: assessment-bounces at nifl.gov on behalf of Marie Cora
Sent: Sat 14/01/2006 3:26 a.m.
To: Assessment Discussion List
Subject: [Assessment] Your thoughts and questions


Hi everyone,
 
I wanted to remind folks that this is the last day of our discussion with EFF Guests.  There has been some great conversation this week - I encourage you to take the opportunity to post your thoughts and questions today.  
Thanks!
marie
Assessment Discussion List Moderator
 
-------------- next part --------------
A non-text attachment was scrubbed...
Name: not available
Type: application/ms-tnef
Size: 7469 bytes
Desc: not available
Url : http://www.nifl.gov/pipermail/assessment/attachments/20060114/69b76b12/attachment.bin