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certified assessors. Hence, the competent
institutions will recognise the outcomes
within the legal boundaries.
The latter points out to the question of
quality assurance: quality assured assessment
procedures facilitate the establishment
of mutual trust – in particular
at vertical level (between providers and
competent authorities at higher levels).
In the CPU-Europe project, assessment
is carried out in relation to the individual
progress of the learner. When the
trainers see that the learner has achieved
the learning outcomes related to
the unit in question, the unit is assessed
and regarded as achieved.
The project 2get1care has not yet discussed
and/or decided on this aspect.
Documentation of the assessment results
is essential for the validation and
recognition of learning outcomes acquired
abroad. In a next step, the projects
will have to design learners’ transcripts
of records that are able to provide transparent
information and support recognition.
Solutions found
for the question
of ‘When’ to assess
The following approaches to the question
of when to assess have been observed:
• Assessment takes place upon the
request of the learner: respectively in a
time slot offered by a test centre. This
solution is chosen by those projects
that address the question of recognition
of non-formal and informal learning
(CO.L.O.R, ESyCQ, ICARE).
• The assessment takes place continuously
upon conclusion of the learning
process related to the unit of
learning outcomes (CPU-Europe,
EASYMetal).
• The assessment takes place at a fixed
time slot foreseen in the training regulations
and/or school curricula – e.g.
twice a year or once a year (2get1care,
VET-CCS) or through a one-off final
assessment (MEN-ECVET).
Assessing key
competences
Three of the pilot projects are situated in
the health and social care sector. In this
sector, personal attitudes are an important
part of a professional profile. This
leads to the question of how these attitudes
– which are seen as key competences
– can be assessed. The projects
concerned found it helpful to assess
those competences that are linked to
concrete work tasks (hence to learning
outcomes), rather than assessing key
competences as such.
The ICARE project decided that attitudes
should be assessed in connection
to work tasks. For instance, a care
worker should understand the patients’
situation and should be able to perform
the necessary actions respecting
the specific physical and psychological
conditions of the patient. The assessment
takes place through a practical
test related to ‘almost real situations’.
The associated theoretical knowledge
is assessed in a short written test. The
other two projects working in this sector
(2get1care, CO.L.O.R) have not yet finalised
a concrete procedure.
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