Vocational education aims at preparing students for their future as professionals; thus, students are often required to undergo a form of on-the-job learning. Assessment of professional performance during on-the-job learning is not based on single observations, but on prolonged participation at the workplace culminating in judgement by a workplace…

Most quantitative analyses in workforce education are affected by missing data. Traditional approaches to remedy missing data problems often result in reduced statistical power and biased parameter estimates due to systematic differences between missing and observed values. This article examines the treatment of missing data in pertinent…

The assessment of vocational workplace-based qualifications in England relies on human assessors (raters). These assessors observe naturally occurring, non-standardised evidence, unique to each learner and evaluate the learner as competent/not yet competent against content standards. Whilst these are considered difficult to measure, this study…