Workplace Learning and Assessment (WLA) is broadly linked to the wider assessment for learning movement and is simply an effective use of educational measures. From this perspective, this assessment method may have enabled a better engagement with knowledge and demonstrated competency. However, there is a lack of research on workplace assessment due to insufficient recognition of workplace learning. This paper presents a review of research on development and strategies for competency-based WLA in the education context of the workplace setting. More importantly, we present a framework and models for the assessment of workplace learning by empirical method based on research and upon experiences of vocational training in WLA implementation. The framework and models are the starting point for a set of propositions regarding how the discontinuity in assessment between schools-based and workplaces can be connected. The propositions provide the impetus for a research agenda that identifies critical issues in learning and assessment in workplace. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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