Ensuring digital and micro-credentialization of learning as a part of transparent assessment for recognition of learning outcomes

As, defined earlier, an assessment is the result of a process determining the extent to which a learner has attained particular knowledge, skills and competence.In teaching practise, assessments disclose a level of achievement and can be linked to a specific grading scheme that rates the learner’s performance in the assessment. This function is supported by the ECCOE Digital Credential (Data) Model. 

But how does this model assist the necessity of transparency?

The DigiProf Project is based on the mission to demonstrate the importance, function and implementation of transparent assessment being crucial to shaping and issuing a MicroCredential. Several logical implementations are stated by the MicroBol MicroCredentials Framework (EU MicroBol Project, 2022):

It can be assumed that these properties of assessment within MicroCredentials should help rebuting one of the main concerns for all stakeholders: the adequate and certified quality. We have shed some light on this issue in Unit 2.1., and now come back to it. 

The ECCOE team explored how an issuer can prove MicroCredential quality and suggested (ECCOE, 2022):

Transparent requirements and a reliable assessment are the keys for satisfying the needs of the main stakeholders (learners, HE institutions, employers). If the HE educator provides a comprehensive description of assessment, the quality of the developed MicroCredential can be proved.