Assessment of learning outcomes
Parent terms: Assessment, Learning outcomes
Evaluation of individuals’ achievement of learning objectives, using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) during or at the end of an educational programme. (Also used for ISCED 2011)
Source: UNESCO 1984, Global
|Organisation: || United Nations Educational, Scientific and Cultural Organization (UNESCO), UN|
|Source: || Terminology of Technical and Vocational Education (1984)|
|Description: ||This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.UNESDOC|
Assessment of the learners achievement provides information about what has been learned at a particular point in time. This process often involves the use of standardized tests or examinations and is often used during courses and at the end, for the purpose of progression and/or graduation. ‘Formative’ assessment takes place during a course and ‘summative’ assessment at the end.
Source: UNESCO IIEP/IBE;PEIC 2015, Global
|Organisation: || UNESCO international bureau of education/international institute for educational planning;Protect Education in Insecurity and conflict, Global|
|Source: || Assessment, and monitoring and evaluation: how will we know what students have learned (2015)|
|Description: ||This booklet is one of a series of eight, intented for curriculum developers. [...] This booklet looks at issues of assessment, and monitoring and evaluation in relation to learning to live together (LTLT) and disaster risk reduction ( DRR) in schools. p.0|
The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification.
Source: CEDEFOP 2008, Europe
|Organisation: || European Centre for the Development of Vocational Training (CEDEFOP), Europe|
|Source: || Terminology of European education and training policy (2008)|
|Description: ||This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]|
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction)
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