In keeping with contemporary theory
and practice and in order to provide the richest possible picture of competence, the
structure of the National Reporting System is based as closely as possible on a model
reflecting real life performance.
Thus while the NRS reports on competence with features of linguistic and mathematical
systems (e.g. grammar, vocabulary and understanding of basic mathematical functions), it
also focuses on the ability to shape language and numeracy use according to their purposes
and contexts. It has also been necessary to consider and include in the NRS other
variables affecting performance, in particular the complexity of text and task with which
people engage, the nature of their role in the activity and the conditions, including
degree of support, under which the task is carried out.
In summary, a report of a person’s competence derives from the interplay between the
chosen activity, the features of the text/task, and the context and level of support under
which the activity is performed.
Given the need to satisfy these conditions a detailed analysis has been necessary in order
to design a suitable mechanism which would encompass the complexity of language, literacy
and numeracy competence. The rest of this section describes the components of the NRS and
their relationship.
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