Loughborough University
Assessment certification and quality assurance in open learning_From-field_40_1.pdf (650.74 kB)
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An assessment-recognition matrix for analysing institutional practices in the recognition of open learning

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journal contribution
posted on 2015-09-07, 12:43 authored by Gabi Witthaus, Mark Childs, Bernard Nkuyubwatsi, Grainne Conole, Andreia Inamorato dos Santos, Yves Punie
This paper shares some of the findings of the OpenCred study, conducted by the Institute of Learning Innovation at the University of Leicester in collaboration with the European Commission’s Institute for Prospective Technological Studies (IPTS), and funded by the IPTS. It describes a range of initiatives by higher education and professional training institutions in Europe in which non-formal, open learning achievements are recognised. Recognition of learning is almost always conferred in consideration of the type of assessment used, and so a matrix has been developed to show the relationship between these two features. The vertical axis of the matrix comprises a five-level hierarchy of formality of recognition (from no recognition to full recognition in line with the European Credit Transfer and Accumulation System), while the horizontal axis represents a five-level hierarchy for robustness of assessment (from no assessment to formal examinations). Examples of European open education initiatives are discussed and plotted on the assessment-recognition matrix. The paper concludes with a summary of the tensions between the assessment procedures used and the recognition awarded, and offers recommendations for institutions wishing to evaluate the nature of recognition awarded to open learners. It also identifies further areas in which the framework could develop.



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eLearning Papers




WITTHAUS, G.R. ... et al, 2015. An assessment-recognition matrix for analysing institutional practices in the recognition of open learning. eLearning Papers, 40.




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This article was published in the journal eLearning Papers. It is distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivativeWorks 3.0 Unported licence. The paper may be copied, distributed and broadcast provided that the author and the e-journal that publishes them, eLearning Papers, are cited. Commercial use and derivative works are not permitted. The full licence is available at: http://creativecommons.org/ licenses/by-nc-nd/3.0/




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