Why may countries choose to switch to independent assessment?
The COVID 19 crisis has affected both learning at schools and work-based learning, and eventually assessment and certification. In this challenging time countries are looking for new solutions to final assessment to adapt faster to the situation and ensure that VET students are rewarded with qualifications in a timely and reliable manner.
In every crisis lies an opportunity. And countries can take advantage of this crisis to rethink the system they use to assess skills and competences and award qualifications.
Traditionally in ETF partner countries the assessment is linked with the learning process and curricula. It is carried out by the institution providing education and training. Quality assurance of assessment, in this case, is part of quality assurance of the educational process. At the same time, this approach raises the questions about how to ensure objectivity of assessment when teachers assess their students? How to ensure reliability when each institution has its own assessment arrangements?
Likewise, the shift to the learning outcomes approach means that successful completion of an education and training programme can no longer be the only pathway to gain a qualification. Learning acquired outside formal education and training has also to be recognised.
Many countries therefore decide to switch from assessment in schools to independent assessment. This approach puts the idea of flexible and individual acquisition of competences and competence-based assessment at the centre. It requires establishing the system where the final assessment is completely separate from the education and training process, and where quality assurance directly addresses the process of certification.
Why is independent assessment a value proposition for strengthening confidence in final assessment that can serve the needs of learners, employers and stakeholders? These are some reasons:
- Objective results
Assessment is carried out by persons (assessors) not involved in the learning process of the candidate, either at school or at the enterprise. Those who assess do not take part in the validation of the results of assessment.
- Reliability of assessment
Assessment is not linked to curricula, instead occupational or assessment standards and criteria defined at the national level are used. Standardised methods and procedures are applied.
- Authentic environment
Independent assessment allows to expand the network of assessment centres and thus increase possibilities for authentic assessment in a real (or close to real) workplace.
- Performance-based
The person's competence is assessed comprehensively. Knowledge and skills are assessed during their practical application (demonstration).
- Direct route to qualifications
Assessment and validation are carried out regardless of the context, mode, or place of learning. It allows recognition of skills and competences either of experienced adults, or school graduates and apprentices.
6. Flexible skills assessment and validation
A person can earn a full qualification by accumulating certificates (credits) and thus progress rapidly from one qualification to another. This also provides a means for qualifying individuals who were not able to complete their learning at school or workplace as expected.
- Quick response
Assessment does not depend on the educational process and may take place as a standalone final assessment whenever the need arises.
- Strengthens the involvement of labour market stakeholders
The certification process ensures the involvement of labour market representatives in the assessment activities and identification and preparation of examination tasks.
- Incentives
It supports the identification of the most appropriate development opportunities for workers, allowing for topping up partially missing skills with modular training.
- Open to innovations
Independent assessment provides a focus for innovation and progress. It is part of the qualification system of a country, where the quality of certification is a shared responsibility of all stakeholders.
Building confidence towards certification is key to ensure that qualifications awarded have value and they can be used for employment and further education and training. Do you agree with me that countries should move to independent assessment, otherwise they won’t be able to develop lifelong learning?
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