Module I – Introduction
InnoVal – Assessment Methods for Validation is a project financed by Erasmus+ Programme that seeks to mainstream and encourage the use of innovative methods for validation of non-formal and informal learning (VNFIL) by validation practitioners (teachers/trainers/counsellors). It also seeks to encourage better recognition of learning outcomes in order to broaden access to lifelong learning and to empower the most disadvantaged groups (NEET’s, low-skilled adults, individuals with disabilities, refugees and migrants) by making them aware of their potential.
This project gives the partners involved (from France, Belgium, Portugal and Greece) the opportunity to map and share the practices that work best for non-traditional learners, especially those who have had an adverse experience with traditional assessment, and which are aligned with the expectations of the private sector.
One of the outputs of the InnoVal project is a Needs Analysis Report, developed in the beginning of the project.
There was also an online consultation addressed to validation practitioners and other stakeholders and aimed to identify the barriers and enablers in the use of alternative methods of evaluation, and at gathering the perspectives of the actors involved in the validation processes.
Based on desk research, the online consultation and collection of case studies, these are some of the needs reported:
• Learners need to familiarise with self-evaluation or evaluation practices with help from counsellors,
• Need to ensure assessment tools are valid and reliable,
• Need for information provided by the state and other relevant bodies about the value and importance of validating learning outcomes (NFIL),
• Need to avoid practices/methods that create anxiety,
• Need for assessors to be available to learners
• Need for an appropriate mix of standardised and “authentic assessments”,
• Need for effective training of assessors,
• Need to tackle technical barriers (e.g. cost of administering alternative approaches) and social barriers (e.g. lack of acceptance by employers).
The Training Programme aims to answer to all these needs by providing with theoretical and practical material. It is directly built on the above mentioned Intellectual Outputs and allows practitioners to better understand a range of innovative methods for validation of non-formal and informal learning, promoting its use in their daily practices.
Bellow, the presentation of the Training Programme’s contents.
Introduction
Training Programme presentation
Innovative Methods for Validation of Non-Formal and Informal Learning
This Module focuses on different approaches practitioners may take with their learners, respecting their characteristics and needs in order to promote successful validation processes. These approaches to validation of non-formal and informal learning highlighted in this training are based on innovative methods (i.e., rubrics, portfolios, simulations, etc.). As is the case for standardised assessments, alternative assessments must meet criteria for reliability, validity and usability.
Module II mentions these assessments and criteria, as well as formative and summative methods in order for practitioners to know what they can choose to apply to their target groups. For a better understanding of each type, a practical example will be given.
Affective learnings
Contents tips and suggestions on how to deal with and manage learners’ anxiety in assessment contexts, and to avoid unpleasant feelings they may have associate with the school environment. Because there are learners who describe assessors/counsellors’ negative behaviours, this module provides tips for capacity building. This is relevant not only for assessors/counsellors, but also in institutions as a way to improve the learning environment.
Barriers and Enablers to the Validation of Non-Formal and Informal Learning
In this module, the social and technical barriers to the use of innovative methods for validation of non-formal and informal learning will be described and some enablers will be presented, which allow practitioners to deal with those barriers. Module IV mentions some of the reasons why stakeholders feel less compelled to support the implementation of innovative methods for VNFIL, being one of them the costs involved in that implementation. Therefore, this module also makes reference to the definition of business model and makes suggestions on potential sources of sustainable funding based on Cedefop’s reports on the matter.
Toolbox
A Toolbox containing videos and descriptions of the different innovative methods for validation of non-formal and informal learning mentioned throughout the Training Programme is available. It also has links and references for practitioners for each Module, and a glossary that will allow practitioners to search for a given description in a practical way.
Other modules
Module II
Innovative Methods for Validation of Non-Formal and Informal Learning
Module III
Affective learnings
Module IV
Barriers and Enablers to the Validation of Non-Formal and Informal Learning