TVETipedia Glossary

Assessment of learning outcomes

Evaluation of an individual’s 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 education programme.

Source:
UIS, ISCED 2011 (International Standard Classification of Education), 2012
UIS, ISCED 2011 (International Standard Classification of Education), 2012
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As national education systems vary in terms of structure and curricular content, it can be difficult to benchmark performance across countries over time or monitor progress towards national and international goals. In order to understand and properly interpret the inputs, processes and outcomes of education systems from a global perspective, it is vital to ensure that data are comparable. This can be done by applying the International Standard Classification of Education (ISCED), the standard framework used to categorise and report cross-nationally comparable education statistics.

Process of appraising knowledge, know-how, information, values, skills and competences – acquired in formal], [[[non-formal learning|non-formal or informal settings – against relevant standards (learning outcomes, validation).

Comment:

Assessment of learning outcomes typically leads to certification;
in the literature, ‘assessment’ generally refers to appraisal of individuals whereas ‘evaluation’ is more frequently used to describe appraisal of education and training methods or providers;
this term is close to, but not synonymous with: evaluation of education and training.

Source:
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
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This multilingual glossary (provided in a multitude of European languages) defines a selection of key terms used in European education and training policy. It is a revised and expanded version of the “Terminology of European education and training policy – A selection of 130 key terms” (2014). It considers new priorities of European Union policy, mainly concerning skills intelligence and employment. New definitions have been developed in collaboration with the experts of Cedefop’s departments VET and Skills and VET and Qualifications.

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 IBE, Assessment, and monitoring and evaluation: how will we know what students have learned, 2015
UNESCO IBE, Assessment, and monitoring and evaluation: how will we know what students have learned, 2015
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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.