Date: in 12 pts

The writing of learning outcomes for assessment and validation

Peer learning activity in Cork, Ireland

19-20 November 2014

Andrina Wafer – Quality and Qualifications IrelandChiara Riondino - DG EMPL, European Commission

VNFIL

Date: in 12 pts

Date: in 12 ptsVNFIL

A rich and diversified programme…

Higher educationExperiences from

France and Estonia

VETExperiences from

Latvia and Slovenia

YouthExperiences from

YEU InternationalMaynooth University

EFIL

Workplace and partnerships

Experiences from The Netherlands

Ireland

With many thanks to our

chairs!

HungaryESUUK

Date: in 12 ptsVNFIL

Main findings and recommendations

Writing learning outcomes• LO immediately understandable by all actors involved (providers,

employers, students/validation applicants) – e.g. avoid generic action verbs like "be familiar with"

• Include only the necessary details/limitations (fit for purpose and open for validating non-formal and informal learning)

• Take the horizontal (dimensions of learning) as well as vertical (degree of complexity of learning) into account.

• Sources and references: e.g. degree profiles, occupational profiles, academic needs, labour market needs…

Date: in 12 ptsVNFIL

Main findings and recommendations

Assessing learning outcomes• Learning outcomes are not sufficient on their own – assessment criteria are

to be linked to learning outcomes and not to assessment methods in order to facilitate validation.

• Same standards and assessment criteria must be respected, but assessment methods should be more flexible and different methods should be applied in the context of validation.

• Assessment approach should not be more or less strict etc. than in formal contexts (principle of fairness).

• Role of assessors is crucial.

Date: in 12 ptsVNFIL

Main findings and recommendations

General/transversal issues• A rigorous quality cycle to be applied for the development and

improvement of learning outcomes statements, as well for assessment.

• Partnership between education and training providers and labour market actors is key: relevance, reliability and trust, feedback. Mutually beneficial!!

• Awareness raising and capacity building

• Need for counselling and advise to applicants (for validation)

Date: in 12 ptsVNFIL

Main findings and recommendations

Caveats/challenges• Terminology: e.g. definition of competence in the EQF

• Use of examples can be informative but might be prescriptive

• Clarify context: programme level learning outcomes or learning outcomes of modules/units

• A need for better communications of the benefits (of validation, of certain approaches): champions?

• Do not be confined to discussions in sectors, allow for cross-sectoral perspective

Date: in 12 ptsVNFIL

Main findings and recommendations

Suggestions for way forward• Format of writing learning outcomes needs further consideration;

suggestion to develop a common format or guidelines, possible community of practice

• Possible support for the development of an inventory of learning outcomes: reference not copy/paste tool (context matters!). Link with other ongoing initiatives (e.g. ESCO)

• Countries might cooperate in smaller clusters: per themes, per level of development of national arrangements

Date: in 12 ptsVNFIL

Main findings and recommendations

Topics to be further explored/ for future PLAs• Validation and employment

• Costs and benefits of validation

• Skills Audit

• Value of qualifications without formal counterpart (e.g. in-house certificates)

• National approaches to set up validation arrangements (Inventory)

• Ownership of the process

Date: in 12 pts

THANK YOU!

VNFIL