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Developing Expertise in
Work-Based Learning and
Teaching Assessment (DELTA)
www.deltaproject.eu
6. Validation and Recognition
Validation and recognition tend to be outside the scope of the employer and/or mentor dependent upon the
specific country and qualifications authority, however as previously discussed, the employer / mentor will be
involved in the assessment of the trainee leading to the validation of their learning.
Some mentors find it helpful to create a personal transcript of the trainee’s progress and stages of learning
which may well be used during the assessment process.
Citations
- Scottish Qualification Authority (SQA). (2014) Assessment in Apprenticeships, White Paper 1 [online]. Available at
https://www.sqa.org.uk/files_ccc/SQA_white_paper_Apprenticeships.pdf (Accessed: 22/01/2019)
- Scottish Qualification Authority (SQA). (2013) Guidance on Assessment of SVQ's [online]. Available at
https://www.sqa.org.uk/files_ccc/DB6083_Guidance_on_Assessment_of_SVQs.pdf (Accessed: 21/01/2019)
Especially for trainees who still have no comparative graduations because of their low work experience it is
important to know how the training company estimates their learning state or performance level and their
behaviour. During an assessment conversation it often becomes clear to them how far and how well they
have developed in their vocational training.
Hence, the assessment conversation pursues three aims:
1. Feedback to the trainee above his or her state of education and behaviour
2. Motivation of the trainee to other learning achievements and working achievements
3. Arrangement of supporting measures for the optimization of the learning achievement and efficiency
Providing feedback to the trainee gives him / her the possibility to learn from mistakes and to use his or her
individual strengths even more deliberately. In addition, the assessment conversation offers the opportunity
to the trainee to express an opinion on the assessment results or to put questions.
Whether an evaluation is successful or remains without success, primarily, the assessment conversation
decides. In the ideal case it increases the motivation and with it the achievement for the enterprise and
improves – by mutual constructive feedback – the relation between trainee and instructor.
Besides, important for the success of an assessment conversation is the real dialogue. The trainee may be
pushed not merely in the role of the passive listener, but should be involved as an education partner in the
search for optimization.
Learner attainment of outcomes is measured against standards and criteria. Assessment methods shift
from norm-referenced (learner attainment based on ranking within a cohort) to criterion-referenced
approaches (learning attainment based on performance relative to set standards and criteria). In principle,
criterion-referenced assessments support greater equity of learner outcomes, as the aim is to help all
learners meet intended outcomes.
IO2: Toolbox for Tutors and Mentors DELTA - 2017-1-UK01-KA202-036810 Seite 39
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
