New Cedefop research explores how learning outcomes shape assessment in VET
Cedefop has published a new report The influence of learning outcomes, examining how intended learning outcomes are translated into achieved outcomes in initial vocational education and training (IVET), with a particular focus on assessment. The paper forms part of the broader project The shift to learning outcomes: Rhetoric or reality?, which investigates how learning-outcomes-based approaches are implemented across VET systems.
Based on a literature review, 10 country case studies and an online survey of VET practitioners, the study explores how learning outcomes shape both formative and summative assessment. Karin Luomi-Messerer led the related work assignment of the project, team members Zsuzsanna Zarka, Mariya Dzhengozova and Monika Auzinger contributed to the research. Mariya was also the author of the Bulgarian case study.
Key insights
Learning outcomes structure assessment systems.
In all countries studied, learning outcomes underpin national assessment regulations. In most cases, assessment criteria are defined at national level and serve as reference points for evaluating learner achievement. Where criteria are more broadly formulated, flexibility increases – but so does the risk of inconsistent interpretation.
Alignment is critical.
The study highlights the importance of aligning intended learning outcomes, assessment processes and achieved outcomes. Assessment criteria often act as a bridge between curriculum goals and performance, yet they rarely differentiate clearly between levels of achievement.
Formative assessment needs strengthening.
While widely valued, formative assessment – and learner self- and peer-assessment – remains underdeveloped in many contexts. Its effectiveness depends on learner motivation and the extent to which learner-centred pedagogies are embedded in practice.
Assessment criteria influence teaching and learning.
Clearly formulated, measurable criteria support transparency and consistent grading. However, learners sometimes find the language complex and difficult to navigate, limiting their potential as tools for guiding learning.
Transversal competences show uneven practice.
Approaches to assessing transversal skills such as teamwork and communication vary significantly. In some systems they are explicitly assessed; in others they are embedded implicitly or not systematically addressed, leading to variability and uncertainty.
Overall, the research underlines that aligning learning outcomes with meaningful, high-quality assessment practices remains essential – not only for credible certification (summative assessment), but also for supporting learning, progression and engagement (formative assessment).
Contact: Karin Luomi-Messerer
Client: Cedefop
