One of the core principles of ECVET is that (units of) learning outcomes achieved in one setting are able to be assessed and, following successful assessment, transferred to another setting. In this context, credit can be understood as successfully achieved and assessed learning outcomes.
In the framework of geographical mobility, assessment has two main roles:
- it provides a basis for the validation and recognition of learning outcomes and thus for credit transfer.
- it makes learner progress - the extent to which a learner gains knowledge, skills and competence during mobility - more visible and thus gives added-value to mobility.
In order to establish trust, to promote credit transfer and to ensure the added-value of mobility, home and host organisations need to discuss assessment and to agree on the following issues:
- who will assess the learner?
- how learning outcomes will be assessed, in what context and where?
- when assessment will take place?
- what procedures are in place to ensure the quality of assessment?
- how assessment results will be recorded - for example in a learner’s personal transcript - see Agree How to Document Learners' Achievements
In this first video, Maarit Saarenkylä from Omnia Vocational College (Espoo, Finland) discusses matters relating to the assessment of learning outcomes during mobility.
In this second video, Kevin Dobie of Glasgow Kelvin College (Scotland), refers to models of assessment in different European countries, citing the successes of their Finnish mobility partner in formally recognising learning achieved abroad.
In this third video, Finnish practitioners consider the importance of learning outcomes and learning recognition with direct reference to ways in which learning might be assessed.