The EU Erasmus+ ECCOE project developed a data model for interoperability of learning opportunities, qualifications and credentials in Europe. Based on the ESCO system and the MicroHE metadata standard, it is used by the European Commission for implementation of the EDCI, as described in the previous sections. 

The ECCOE Data Model not only comprises the central elements of a MicroCredential, but also makes available a set of analytic options, e.g. 

  • indicator how well the student was graded compared to other students,

  • histogram of results achieved by all students of this MC, 

  • description of a single score (or score range) within a histogram of results.


Furthermore, it adds depth to the central elements, e.g. by adding sub-specifications, as well expands the data set, for example regarding

  • awarding process and opportunity,

  • entitlement and it’s specification,

  • persons involved,

  • issuing organisation or agent,

  • accreditation and verification,

  • media representation.


For the essential subject of transparent assessment, which is a focal point in DigiProf, it can be seen from the details of the model, how transparency is mapped (apply filter ‘Assessment Specification’ and ‘Assessment’).

Fig. 2.6. Assessment Process Specification in the ECCOE Digital Credential (Data) Model



Fig. 2.7.  Assessment Result Specification in the ECCOE Digital Credential (Data) Model


With its data model, ECCOE built on the EDCI foundations and devised a credential template that is customised to the needs and requirements of the HE sector to support better credential portability between HE institutions (HEI). The project consortium designed an ubiquitous flexible solution to serve the needs of the key stakeholders of MicroCredentials (learners, HEI and employers).

An important outcome of the ECCOE project is the Learning Opportunity description template, which enables HE institutions to feed a database with courses, modules or MOOCs, represented according to a standard scheme. From this data set, the MicroCredential certificate descriptors can be created.

Apart from the type of assessment (formative/accumulative, summative/after conclusion of a defined period)), the teacher has to classify the assessment objects (knowledge, skills, autonomy/responsibility) and then select the type of assessment:


Fig. 2.8. Data values for Assessment Method in ECCOE Digital Credential (Data) Model


Procedures like authentication of learners, the place of assessment (online/ on site), the deployment of plagiarism identification tools, and other identifiers are subject to record as well as the kind of examiner (or the type of the software) and the format of assessment:

Fig. 2.9. Data values for Assessment Provision and Format in ECCOE Digital Credential (Data) Model


The grading, of course, is another essential element of the MicroCredential description, related to transparent assessment.

The Learning Opportunity Description Template provides for a valuable background for the development of a new MicroCredential, establishing the base for Unit 2.3.

Please have a look at ANNEX III:

ANNEX III ECCOE Micro Credential Module Description.pdf

For practical use, the ECCOE project developed a guideline ‘How to create a micro-credential module description’ which is available in multiple languages.


ECCOE_How_to_create_a_module_description.pdf

Paskutinį kartą keista: antradienis, 2023 kovo 28, 10:19