AssessBuilding Block 06 - Assess the learners

Work with partner organisations to review the work based training programme, assess and certify individual learner’s achievement, where appropriate

Key Questions - is there an agreement on:

  • what type of assessment will be completed by the learner?
  • who will assess each learner – and has the learner been informed?
  • what a learner has to demonstrate to “pass” or complete the training?

Key issues

  • Views on an individual learner’s achievement can vary – quality is improved when there is an agreed process for resolving any differences before they occur.
  • The quality of the learner’s experiences and the accuracy and validity of their assessment is strengthened when there is a clear statement of which learning outcomes, standards or competences need to be demonstrated.
  • The quality of work based learning can be enhanced if quality assurance is considered during the planning phase. In some situations this can be part of a formal arrangement between partner organisations.

Member States' experiences to day

Portugal 2 uses an on-line system to record learners’ achievements and monitor employers satisfaction.

The assessment of learners in Finland 1 is based on an individualised skills and a competence profile which is agreed before the work-based learning begins.

Staff from employers are involved in assessing learners though skills demonstrations in Romania 2 and Finland 1.

Main Messages

VET schools expect employers to be involved in assessment. For many VET schools, employer involvement is an essential part of work-based learning.

Assessing learners while at work is one aspect of an assessment of practical skills and professional competences which are essential for VET qualifications.

Assessment during work based learning should be based on a pre-determined set of competences and skills. Agreement on the focus of assessment improves the quality of training and work based learning.

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