This publication examines how the shift towards learning outcomes influences both formative and summative forms of assessment in initial vocational education and training through analysing data from case studies across 10 EU countries: Bulgaria, Ireland, France, Lithuania, Malta, the Netherlands, Poland, Portugal, Slovenia and Finland.
The research reveals that learning outcomes are a core element of national assessment regulations in all the countries studied, but whether or not assessment criteria are specified at the national level and used for formative assessment purposes varies. The use of learning outcomes in assessment is generally appreciated by teachers, trainers and learners. The study also shows that there is sometimes a need to improve the clarity and relevance of assessment criteria, to strengthen assessment methods and practices, to enhance learner-centredness and overall learner engagement and to strengthen the assessment skills of teachers and trainers.
Publication details
Cedefop. (2026). The influence of learning outcomes. Cedefop research paper. Publications Office of the European Union. DOI: 10.2801/3195164. https://www.cedefop.europa.eu/en/publications/5617
Ke stažení
The influence of learning outcomes on assessment
