Guidance on the Assessment of LOs


This guidance will serve as a toolkit for identifying common methods across Europe to simplify the evidencing process of Learning Outcomes (LOs). Many organisations already have existing processes and documents to be applied to transnational mobility projects, such as Learning Agreements, student’s diary, etc.  Through this guidance, cooperation among partner organizations in transnational mobility should be eased, and the practical experiences of each organization should become a relevant starting point for enabling competences to be comparable across the European Union.

ECVET is a term that was introduced in the EU on 18 June 2009 and its use or on its application to transnational mobility projects has been easily misinterpreted. It might occur that some colleges and training providers already use ECVET instruments, but they are not aware of that. Thus, there is a need for establishing a “common language” which can be spoken by every training organization, school, college, etc., and that will help identify ECVET methods. In this guidance, you will find some useful information on ECVET and on the processes for the validation and recognition of the LOs acquired by learners during transnational mobility.

Ce guide servira de boîte à outils pour identifier les méthodes qui, un peu partout en Europe, simplifient la validation des Acquis d'Apprentissage (Learning Outcomes en anglais). De nombreux organismes utilisent déjà des procédures et documents spécifiques aux projets de mobilité européenne : contrats pédagogiques, journaux de stage, etc. Ce guide facilitera la coopération entre les acteurs de la mobilité, dont les expériences constituent une base de connaissance pertinente pour faciliter les comparaisons de compétences au sein de l'Union européenne.

Depuis son introduction par l’UE le 18 juin 2009, le terme ECVET a souvent été mal interprété ou appliqué dans le cadre des projets de mobilité. Certains établissements scolaires et centres de formation utilisent peut-être déjà des outils ECVET sans le savoir. D’où la nécessité d'établir un langage commun pour tous ces acteurs, afin de mieux identifier les méthodes ECVET. Dans ce guide, vous trouverez des informations utiles sur ECVET et sur les procédures de validation et de reconnaissance des Acquis d’Apprentissage obtenus par les élèves durant leurs mobilités à l’étranger.

Le but du projet SEPLO étant de faciliter l'adoption des procédures et des outils ECVET, notre objectif principal est de fournir un aperçu «simplifié» du lien entre ces activités ainsi que des lieux et périodes où elles se réalisent.

Questa guida servirà ad identificare i metodi comuni in tutta Europa per semplificare il processo di evidenza dei risultati dell'apprendimento (LO). Molte organizzazioni hanno già in essere dei processi e documenti da applicare a progetti di mobilità transnazionale, come Learning Agreement, diari degli studenti, ecc. Attraverso questa guida, la cooperazione tra organizzazioni partner nella mobilità transnazionale sarà facilitata e le esperienze pratiche di ogni organizzazione diverranno un punto di partenza importante per consentire alle competenze di essere comparabili in tutta l'Unione europea.

ECVET è un termine introdotto nell'UE il 18 giugno 2009 e il suo utilizzo e applicazione ai progetti di mobilità transnazionale è stato facilmente frainteso. Potrebbe accadere che alcune scuole e istituti di formazione utilizzino già strumenti ECVET, ma non ne sono a conoscenza. Pertanto, vi è la necessità di stabilire un "linguaggio comune" che possa essere pronunciato da ogni organizzazione di formazione, scuola, università, ecc. E ciò aiuterà a identificare i metodi ECVET. In questa guida, troverete alcune informazioni utili su ECVET e sui processi per la convalida e il riconoscimento dei LO acquisiti dagli studenti durante la mobilità transnazionale.

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Denne vejledning vil fungere som et værktøj til identifikation af fælles metoder i hele Europa for at forenkle processen for læringsudbytter (LO'er). Mange organisationer har allerede eksisterende processer og dokumenter, der skal anvendes på tværnationale mobilitetsprojekter, som f.eks. Learning Agreements, elevens dagbog mv. Gennem brug af denne vejledning bør samarbejde mellem partnerorganisationer inden for tværnational mobilitet lettes, og de praktiske erfaringer fra hver organisation skal blive et relevant udgangspunkt for at gøre kompetencerne sammenlignelige i hele EU.

ECVET er et udtryk, der blev introduceret i EU den 18. juni 2009, og dets brug eller ved dens anvendelse på tværnationale mobilitetsprojekter er blevet misfortolket. Det forekommer også, at nogle erhvervsskoler og uddannelsesudbydere allerede bruger ECVET-værktøjerne, men de er ikke klar over det. Således er der et behov for at etablere et "fælles sprog", som kan blive brugt af enhver uddannelsesinstitution, og som vil hjælpe med at identificere ECVET-metoder. I denne vejledning vil du finde nogle nyttige oplysninger om ECVET og om processerne til validering og anerkendelse af LO'er erhvervet af elever under tværnational mobilitet.

Da SEPLO-projektet har til formål at forenkle vedtagelsen af ​​ECVET-procedurer og -værktøjer, er vores hovedformål at give et "forenklet" overblik over, hvordan disse aktiviteter vedrører hinanden og hvor og hvornår de finder sted.



As the purpose of the SEPLO project is to simplify the adoption of ECVET procedures and tools, our main aim is to provide a “simplified” overview of how these activities relate to each other and where and when they take place.

Navigate the picture to discover the difference between monitoring, assessment and evaluation!

Navigate the picture to discover the difference between monitoring, assessment and evaluation!
Monitoring Assessment Evaluation


Monitoring can be defined as the systematic analysis (regular or irregular) of information to review progress or quality over a period of time. Within the framework of an ECVET mobility project, monitoring is implemented with the objective of verifying the progress of certain activities or to ensure the achievement of Learning Outcomes.


Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of work-based learning means taking a measure of its effectiveness.


“Formative” assessment is the frequent assessment of student progress with the purpose of using the feedback to modify teaching strategies to meet individual learning needs. It is sometimes referred to as ‘assessment for learning’.


“Summative” assessment is the process of observing and measuring a thing for the purpose of judging it and of determining its “value”, either by comparison to similar things, or to a standard such as a Learning Outcome criteria


Evaluation of a traineeship abroad means passing judgment on it as part of an administrative process.

Therefore, the assessment of learning outcomes is a continuous process along the mobility that includes evaluation activities!

There are many different ways to evidence the LOs acquired by students during their stay abroad. The mobility coordinator of the sending organisation can stay in contact with the students through e-mails, Skype, WhatsApp, phone or face to face meetings. The same channels can also be used to stay in touch with the company tutor. There is also the possibility to use interim questionnaires addressed to all parties involved in order to evaluate the achievements of the student under a formative or a summative point of view. This infographic sums up all the most common flows of information that occurs among the three main actors of a mobility project: the student, the tutor/teacher from the sending side and the tutor/supervisor from the hosting side.

Navigate the picture to follow the information flows in evidencing LOs!

Navigate the picture to follow the information flows in evidencing LOs!
ECVET MoU/LA Preparation Induction Monitoring Assessment Follow-up



The first step to ensure the success of the mobility is to reach an agreement between the sending and the hosting organization on the LOs that the student is expected to achieve during his/her working or studying  experience abroad, including details on the assessment, recognition and validation procedures and tools.


At this stage, it is very important that the sending oganisation informs the student about the content and the final objective  of the mobility experience.




Depending on the level of cooperation already established between the sending and the hosting organizations, different preparatory activities may be implemented to verify all the necessary conditions for a sucessful mobility, such as:

  • A site visit abroad to check the working conditions
  • An online meeting between the student and the host



The hosting organisation should plan an induction session to welcome the student at the company, introducing him or her to the other members of the staff, providing information about the legal framework for workplace training, confidentiality rules, etc.


Especially during the first period of the mobility, it is crucial to maintain a continous communication flow between the student and the sending organisation, so to rapidaly intervene and solve issues that might affect the achivement of the desired LOs.



Monitoring is the most important activity in terms of communication during the stay abroad. All the actors involved are  interested and actively contribute to the ongoing  monitoring of the mobility.

Monitoring activities can take place by direct communication or site visits from a representative of the sending organisation, or may be planned taking advantage of remote communication systems, such as online evaluation questionnaires, periodical logbooks or even more engaging tasks for the students like photographic and video contests where they highlight the most relevant aspects of their learning experience abroad.



When it comes to the summative evaluation of the LOs acquired by the student, it is fundamental that everyone involved respect the agreed role and procedure, ensuring the consistency of information at all stage of the process.



Once the mobility experience is finished and the student has returned, the hosting organisation must provide to the sending organisation all the necessary information and documents to proceed with the recognition and validation of LOs.


For the same reason, it might be necessary to implement additional assessment and/or other evaluation activities. The sending organisation should make clear to the student how the LOs will be validated at the end of the recognition process. It is also recommended to use all collected evidences and use them to promote the value of transnational mobilities to other students.

In this section of the SEPLO guidance to recognition and validation of learning outcomes, we present the main features of different methodologies of collecting evidences. To do so, we will follow and analyse a real case of summative evaluation in the catering field where Marc, a German VET student who is achieving a qualification in cooking at EQF level 4, is approaching the end of his Erasmus+ mobility in the Netherlands, which lasted one month and represents the conclusion of his first year of studies.


In the last week of his traineeship, Marc has to prepare a three-course-meal for 5 people. In order to make sure that both Marc and his chef are fully aware of the assessment process, which was previously agreed and shared among all parties with the signature of the ECVET MoU and LA, the tutor from the sending organization invites them to an online meeting.

During the meeting, the tutor reminds them that, according to the learning outcomes, Marc has to prepare and create a three-course meal, he has to select and purchase the ingredients, take care of preparation and has to provide the three-course-meal to 5 people.

Marc must be able to prepare the three-course meal independently by using techniques learnt during his traineeship and registered in his logbook.

The tutor from the sending side shares a template for Marc’s specific assessment with the chef of the restaurant. The template, also called scenario, clearly indicates how the assessment should be undertaken.

A few examples of indicators which will be measured are: planning of activities, adjust the recipe, take care of the maintenance of the kitchen utilities, prepare a meal, order ingredients, compile a menu. In order to maintain objectivity, another chef of the restaurant will assess Marc during the final stages.

The teacher of Marc’s school will be present during the final day of his assessment, as it has been agreed within the Memorandum of Understanding.

On Friday of the final week, Marc works during the day preparing the ingredients for the three-course meal. For Marc the preparation work is hard and stressful. Now he has to demonstrate the skills he has achieved during his internship and that he can meet the assessment requirements.

The chef of the restaurant observes Marc and only intervenes if necessary. At the end of the day, everything is prepared. The waiters begin serving dinner. First, they serve the starter. While the guests enjoy their starter, Marc prepares the main course and the dessert.

After dinner the chef asks the guests to comment on the dinner. Their feedback together with the chef’s own observations contribute to the final result of the assessment.

Besides the practical observation, Marc is also assessed through a questionnaire provided by the sending organisation. Marc has to demonstrate his cooking techniques, his ability to perform his planning and preparation skills, and his ability to work under pressure. In other words, determine that his knowledge is sufficient, and he possesses correct skills and attitude.

The assessor judges that Marc has achieved all learning outcomes. The guests and the chef are satisfied. Marc passes his assessment. After the assessment Marc, his Chef and teacher evaluate the internship. All fill in an evaluation form.

Marc concludes that he learned a lot, especially new cooking techniques. The Chef is satisfied about the attitude of Marc; hard working, concrete and every day he is punctual. The teacher is happy about the way Marc was guided during his internship. All parties agreed that the internship was too short. That is a learning point for the next time. Marc says goodbye and goes back to his home country Germany.

Guidance to recognition and validation of learning outcomes
This is one of the main outputs produced by the partners of the SEPLO project. Here you can find detailed information about the research conducted in SEPLO partner Countries about different methodologies used by VET organizations for collecting evidences of learning outcomes acquired by students during their placement in a different European Country. 6 downloads
Templates collection for the recognition and validation of learning outcomes

This document is supposed to be an operative tool for all those practitioners who are involved in the management and/or implementation of a transnational mobility of VET students.