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Developing Expertise in
Work-Based Learning and
Teaching Assessment (DELTA)
www.deltaproject.eu

5.3.Methods of Assessment

The learning outcomes approach has changed the way we design qualifications. Focusing on what a
learner is expected to know, be able to do and understand at the end of a programme or course,
outcomes-based qualifications provide students, teachers and labour market stakeholders with a common
reference point, potentially allowing for improved and active learning processes, better quality teaching and
more relevant qualifications.

National qualifications frameworks set out standards for learning outcomes to be achieved. Standards set
expectations and norms for performance and serve as a reference for the development of qualifications,
assessment, curriculum and teaching and learning. There is a general trend towards the more formal use of
standards in the design of qualifications as these are seen as the basis of learning-outcome curricula
(Cedefop, 2010).

Scottish Qualifications Authority (SQA) (2014, p. 4) provides a robust assessment approach which is worth
consideration:

SQA also recommend that competence-based assessment should also provide the opportunity for more
than just a pass/fail grading, and that grading should continue over and above the competency required for
just a 'pass'. Their solution is to add two grading levels above the pass level, that of ​merit and distinction​.

IO2:​ ​Toolbox for Tutors and Mentors DELTA - 2017-1-UK01-KA202-036810 Seite 35

This project
has been funded with support from the European Commission. This
publication [communication] and all its contents reflect the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information