Assessment is central to learner motivation as well as providing accreditation. The introduction of different assessment systems has a major impact on education and training
processes. In recent years, a new pedagogic paradigm has emerged placing the learner as the central subject in the construction of their own learning. At the same time, there is an
increasing trend of employers recruiting new staff based on skills and competencies, rather than just qualifications. And this period has seen the increasing use of technology for
teaching and learning.

The affordances provided by digital devices, tools, and apps, increase opportunities for the implementation of assessment for learning which meets learners’ needs. Digital technologies also allow access to some of the difficult to describe, or measure, skills, and dispositions, which underpin vocational education. These ‘invisible’ attributes contribute towards learners ‘becoming’ (i.e. attainment of an occupational identity) as they progress towards building their personal knowledge, skills, and competencies profile.

Digital technologies can contribute to directly monitoring learner progress, facilitating feedback, and allowing educators to assess and adapt their teaching strategies. Digital Assessment is important for providing formative feedback and allows teachers an evaluation of student understanding and engagement, helping them to focus on supporting learners with things, they may not easily understand.

The aim of the project is to support VET teachers and trainers to use e‑assessment with vocational learners by providing guidelines, tools, best practices, and access to an online community. The project will focus on two sectors, construction and services (hospitality and social care) that according to the CEDEFOP Skills Panorama have a high potential for future employment growth among partner countries.

Partners :