An instrument for to assessing the extent to which postsecondary vocational education programs are competency-based consisted of 159 items grouped into 8 subscales corresponding to 4 standards: (1) identification and validation of competencies; (2) procedures for assessing student competencies; (3) instructional procedures; and (4) administrative support. The items were reviewed by a national sample of vocational curriculum specialists/content experts (N=14) who rated each item on the extent to which it differentiated between competency-based and conventional vocational education. Each item was classified as having received high, moderate, or low agreement. A log-linear analysis was completed with the item as the unit of analysis. Results indicate that agreement among raters was higher with the items from acknowledged competency-based programs than from programs identified as conventional, and was lower for items related to the basic standards of competency-based vocational education than for the facilitating standards. Two data tables are included. (Author/SLD)