h1. Assessment, recognition and verification of learning outcomes
----
h2. Issue 3:
h4. Title:
Lack of standards for methods of assessment other than multiple choice questions
h4. Gap description:
Scenarios emphasise the fact that many forms of assessment cannot be performed through simple questions & answers format (QTI) (e.g. skills and competencies related to performance). Assessment methods are needed when simulations, virtual worlds, games, etc are used in the learning process or when the learner assessment is based on a problem to be solved, the successful completion of a project, etc...;. The problem of assessing soft skills, such as communication, leadership and ability to work in teams also raised issues concerning assessment methodology.
Relation to type (process, service, data): related to IRM process, data
h4. Recommendation (Type):
Further research is needed in the area of learning outcome based assessment, of other forms of assessment
h4. Relevant Stakeholders:
HEIs management, TEL, domain experts, HEI faculty
h4. Assumptions or preconditions:
Many forms of knowledge and skills cannot be assessed by multiple choice questions.
h4. Source of Gap:
Scenarios, surveys – weak signals, observation of assessment methods in on-line courses vs. face to face courses.
----
h2. issue 4:
h4. Title:
Assessment of informally obtained learning outcomes
h4. Gap description:
Professional development scenarios highlight the need to obtain formal certificates of informally obtained learning outcomes4. The need can be fulfilled through assessment tests provided by various organisations (local HEIs, lifelong learning centres, specialised organisations offering assessments, etc.)
h4. Relation to type (process, service, data):
Assessment process
h4. Recommendation (Type):
*Action:* Policy makers have to agree on a process to authorise these assessment bodies
h4. Relevant Stakeholders:
Assessment bodies, HEIs Management, learners, industry (demand side)
h4. Assumptions or preconditions:
Learners obtain learning outcomes achieved outside Educational Institutions. Need to formally assess informally obtained learning outcomes
h4. Source of Gap:
Leuven meeting experts, scenarios
----
h2. Issue 5:
h4. Title:
Recognition of achieved learning outcomes
h4. Gap description:
HEIs, companies, HR or carrier service organizations should have the same understanding of prior learner’s achievements, stored for example in his Personal Achieved Learning Outcomes. The process of validation and acknowledgement of the meaning of obtained learning outcomes does not seem to be covered by the description of the IRM process class, learner data management.
This process is important if learning outcomes have to be trusted. For more detail on this need see 5 M. Tereseviciene et al. The authors propose to create the legal foundation to determine, evaluate and recognize non-formal and informal learning and resp. outcomes. The European Credit system for Vocational Education and Training (ECVET)6 defines the recognition of learning outcomes as the process of attesting officially achieved learning outcomes through the awarding of units or qualifications.7
Relation to type (process, service, data): Learner data management
h4. Recommendation (Type):
*Action:* Equivalent to unified credit system adoption such as ECTS
h4. Relevant Stakeholders:
HEI Administration, company (Industry demand side)
h4. Assumptions or preconditions:
h4. Source of Gap:
Literature concerning learning outcomes
----
h2. Issue 6
h4. Title:
Verification of claimed learning outcomes
h4. Gap description:
In many cases the difficulty is not to agree on the nature of the claimed learning outcome, but rather to check that the knowledge, skills or competencies described by learning outcome have really been acquired (a trust question).8 Another issue is related to the fact that there are currently many definitions of the terms "Learning Objective", "Competency" and "Skill".
h4. Relation to type (process, service, data):
h4. Recommendation (Type):
provide assessment services for key learning outcomes
h4. Relevant Stakeholders:
HEI, Administration, companies (Industry demand side)
h4. Assumptions or preconditions:
h4. Source of Gap:
ICOPER London workshop
----
h2. Issue 3:
h4. Title:
Lack of standards for methods of assessment other than multiple choice questions
h4. Gap description:
Scenarios emphasise the fact that many forms of assessment cannot be performed through simple questions & answers format (QTI) (e.g. skills and competencies related to performance). Assessment methods are needed when simulations, virtual worlds, games, etc are used in the learning process or when the learner assessment is based on a problem to be solved, the successful completion of a project, etc...;. The problem of assessing soft skills, such as communication, leadership and ability to work in teams also raised issues concerning assessment methodology.
Relation to type (process, service, data): related to IRM process, data
h4. Recommendation (Type):
Further research is needed in the area of learning outcome based assessment, of other forms of assessment
h4. Relevant Stakeholders:
HEIs management, TEL, domain experts, HEI faculty
h4. Assumptions or preconditions:
Many forms of knowledge and skills cannot be assessed by multiple choice questions.
h4. Source of Gap:
Scenarios, surveys – weak signals, observation of assessment methods in on-line courses vs. face to face courses.
----
h2. issue 4:
h4. Title:
Assessment of informally obtained learning outcomes
h4. Gap description:
Professional development scenarios highlight the need to obtain formal certificates of informally obtained learning outcomes4. The need can be fulfilled through assessment tests provided by various organisations (local HEIs, lifelong learning centres, specialised organisations offering assessments, etc.)
h4. Relation to type (process, service, data):
Assessment process
h4. Recommendation (Type):
*Action:* Policy makers have to agree on a process to authorise these assessment bodies
h4. Relevant Stakeholders:
Assessment bodies, HEIs Management, learners, industry (demand side)
h4. Assumptions or preconditions:
Learners obtain learning outcomes achieved outside Educational Institutions. Need to formally assess informally obtained learning outcomes
h4. Source of Gap:
Leuven meeting experts, scenarios
----
h2. Issue 5:
h4. Title:
Recognition of achieved learning outcomes
h4. Gap description:
HEIs, companies, HR or carrier service organizations should have the same understanding of prior learner’s achievements, stored for example in his Personal Achieved Learning Outcomes. The process of validation and acknowledgement of the meaning of obtained learning outcomes does not seem to be covered by the description of the IRM process class, learner data management.
This process is important if learning outcomes have to be trusted. For more detail on this need see 5 M. Tereseviciene et al. The authors propose to create the legal foundation to determine, evaluate and recognize non-formal and informal learning and resp. outcomes. The European Credit system for Vocational Education and Training (ECVET)6 defines the recognition of learning outcomes as the process of attesting officially achieved learning outcomes through the awarding of units or qualifications.7
Relation to type (process, service, data): Learner data management
h4. Recommendation (Type):
*Action:* Equivalent to unified credit system adoption such as ECTS
h4. Relevant Stakeholders:
HEI Administration, company (Industry demand side)
h4. Assumptions or preconditions:
h4. Source of Gap:
Literature concerning learning outcomes
----
h2. Issue 6
h4. Title:
Verification of claimed learning outcomes
h4. Gap description:
In many cases the difficulty is not to agree on the nature of the claimed learning outcome, but rather to check that the knowledge, skills or competencies described by learning outcome have really been acquired (a trust question).8 Another issue is related to the fact that there are currently many definitions of the terms "Learning Objective", "Competency" and "Skill".
h4. Relation to type (process, service, data):
h4. Recommendation (Type):
provide assessment services for key learning outcomes
h4. Relevant Stakeholders:
HEI, Administration, companies (Industry demand side)
h4. Assumptions or preconditions:
h4. Source of Gap:
ICOPER London workshop