Abstract

The continual separation of training into its on-the-job and off-the-job components is counterproductive. It over-emphasises where learning takes place rather than focusing on the quality of the experience. It works against the effective integration of learning and assessment in VET and reinforces perceptions that some training outcomes are somehow of lesser value. The majority of training provision relies heavily on the assessment of people performing simulated work tasks because issues of access and cost make assessment of the performance of real work totally impractical. However, carefully constructed problem-based simulations that mirror real units of work can effectively bridge the gap between the on- and off-the-job components of training. The case study included in this paper is an example of such a "meta-simulation". It requires students to apply a range of high level skills and knowledge to complex work-related tasks and to present their outcomes to a panel of teachers and industry experts for assessment. Because of their enhanced realism, meta-simulations have the potential to enhance the validity and status of off-job assessment.