Practitioners who reviewed the demonstrations were asked to comment on;

• the appropriateness of the demonstration for the assigned LBS level;
• the validity of the list of embedded learning outcomes, skill sets and success markers;
• the fairness of the conditions for administering the demonstration;
• the appropriateness of the assessment tool;
• the clarity and logic of the demonstration and the instructions; and
• feedback from learners, if the demonstration was administered.

In no cases did the practitioners attempt to use the demonstrations with learners. It was not possible, therefore, to determine the time limit that should be placed on the individual demonstrations, nor the accuracy of the assigned overall LBS level.

The demonstrations were revised on the basis of feedback from the two groups of individuals. Feedback from experienced trades people was generally good. There were some suggestions to modify existing information to more closely reflect the reality of day-to-day practice in the trade. In some cases, suggestions were made to change vocabulary to reflect current usage.

LBS instructors were most often concerned with the length of time that demonstrations would take to complete. We therefore included suggestions for administering the demonstrations in more than one session, according to the learner’s special needs.

Practitioners working with low-level learners also noted that the demonstrations at Levels 4 and 5 were likely to difficult for their students to complete. We feel that the demonstrations now clearly indicate the level and type of prior learning that would be required to successfully complete the demonstration. We also feel that assessment tools provided for demonstrations at levels 4 and 5 demonstrations could be modified to accommodate learners at lower levels.