Learning-outcomes-based qualifications: evidence requirements

Evidence relevant to learning-outcomes-based qualifications

For learning-outcomes-based qualifications, the 2008 Recommendation establishing the European Qualifications Framework provides eight reference levels described through learning outcomes. Its purpose is to support comparison and mobility by relating national qualifications systems to a common reference. Referencing does not make qualifications identical. Reliable use requires transparent level decisions, quality controls and information explaining the qualification, awarding responsibility and national context.

In the context of learning-outcomes-based qualifications, the relevant outcome should be capable of direct and consistent explanation.

• Publish recognition and transfer conditions.
• Identify the authority responsible for each decision, with responsibility, scope and timing recorded.
• Provide support suited to mobile learners.
• Preserve verifiable records before it informs a consequential decision.
• State the legal and academic status of the offer.

Application to learning-outcomes-based qualifications

For learning-outcomes-based qualifications, the formal status of the qualifications framework recommendation adopted in April 2008 should be preserved in any public account. The instrument should be used to identify the intended direction, the actors addressed and the implementation measures that remain necessary.

Across the defined scope, analysis should make its decision rule explicit. Evidence concerning learning-outcomes-based qualifications should be relevant to the stated requirement, sufficiently complete for the affected scope, current for the decision period and attributable to a source with knowledge or control of the matter. Volume does not cure a gap in relevance.

Controls for learning-outcomes-based qualifications

A narrow control over the applicable requirement may create false assurance. In the present context, unclear awarding responsibility, claims that overstate recognition or transferability and jurisdictional uncertainty in complaints may produce acceptable aggregate reporting while individual learners remain exposed to material disadvantage. For decisions concerning learning-outcomes-based qualifications, the test should deliberately include exceptions and cases in which the expected outcome was not achieved.

• What fact must be established?
• Does it cover the material scope?
• What would require expanded testing?
• Do independent sources agree?
• Is the evidence current and attributable?

Review of learning-outcomes-based qualifications

This may require secure and verifiable learner records, complaint and appeal routes, cross-border agreements and responsibility maps, and outcomes for mobile and non-mobile learners, supported by published admission and recognition criteria and clear identification of providers and awarding bodies.

Implementation of the matter can be tested without imposing unnecessary reporting. For the control, the reviewer should define the proposition to be established, identify the minimum combination of records, test authenticity and reconcile contradictions. For learning-outcomes-based qualifications, expand the sample where an exception, complaint or material unexplained variation indicates that the initial evidence may not be representative.

Implications for learning-outcomes-based qualifications

The final record on learning-outcomes-based qualifications should identify the applicable expectation, the relevant scope, the evidence examined, the sampling basis, material exceptions and the reason for the conclusion. If an alternative method is accepted, the record should demonstrate that it achieves the same required outcome.

Proportionality in relation to the applicable requirement does not mean reduced protection for learners exposed to greater risk. For the matter, transparency supports fair decision-making but does not make qualifications automatically equivalent. For learning-outcomes-based qualifications, transparency does not make qualifications automatically equivalent; recognition requires a documented judgement for a stated purpose.

Across the defined scope, accountability and effective correction both depend on a record that can be followed from evidence to decision. For the applicable requirement, the responsible body should be able to identify the evidence considered, the judgement made, the person or body authorised to make it and the action that followed.

Accountability for the applicable requirement should follow decision-making authority.

For learning-outcomes-based qualifications, authorities and providers should use the current development to test whether the conclusion connects public commitment with effective operation and evidence of result. Public confidence cannot be separated from an institution's ability to identify responsibility and substantiate its conclusions.