Competence-oriented validation is essential for effectively evaluating the progress of adult learners with fewer opportunities. By focusing on personalized learning pathways, recognizing prior learning, aligning with real-world skills, empowering self-directed learning, and supporting lifelong education, this approach not only enhances educational outcomes but also fosters greater equity and inclusion in adult education settings.

Competences as defined by various European bodies, as well as by educational experts throughout and beyond Europe, consist of three interrelated ingredients:

• Knowledge (cognition),
• Skills (capabilities and the overt behavioural repertoire) and
• Attitudes (emotions and values).

Competences consist of a combination of cognitive, behavioural and affective elements required for effective performance of a real-world task or activity. A competence is defined as the holistic synthesis of these components. If we see it this way, it may be explained as the (inner) potential of a person to tackle a task. From another (an external) perspective a competence may again be divided in three aspects. A competent person is able to:

• demonstrate behaviour 
• in a specific context 
• and at an adequate level of quality

Core idea of Competence Oriented Validation (COV) is that the learners are evaluated by experience and discovery. COV provides critical support for adult learners with fewer opportunities by recognizing prior learning, creating personalized pathways, aligning education with employment needs, empowering self-directed learning, and fostering a commitment to lifelong education. These benefits collectively enhance the educational experiences and outcomes for disadvantaged adults, helping them overcome barriers and achieve their goals in a supportive environment.

Key features of competence-oriented evaluation and validation:

• Constructive feedback
• Cooperative, interactive evaluation
• Reflective evaluation
• Personal(ised) assessments

Trauma-informed evaluation recognizes the profound impact of trauma on learning and development, particularly for people from disadvantaged backgrounds. This chapter explores the principles of trauma-informed care and how it can be applied to evaluation practices. 

By adopting a trauma-informed approach, trainers can establish safe and supportive environments that enable meaningful assessments and validate the progress. Many disadvantaged learners have encountered various traumatic events, making it essential to foster resilience and positive learning outcomes in inclusive learning programs. By recognizing the cognitive, emotional, and behavioural effects of trauma, trainers can implement effective strategies that cultivate a nurturing learning atmosphere, ultimately enhancing the educational experience for all learners.

Key learning objectives include:

• Understanding Trauma
• The impact of Trauma on Learning

Understanding Trauma

Trauma is an emotional response to distressing or disturbing events that overwhelm an individual’s ability to cope. It can manifest in various forms, including physical abuse, neglect, emotional abuse, loss of a loved one, or exposure to violence. The subjective nature of trauma means that what may be traumatic for one person might not be for another; however, the impact is equally valid for those affected. Trauma can significantly affect an individual’s ability to learn and engage in educational settings. Recognizing these effects is essential for trainers when evaluating progress.

The Impact of Trauma on Learning

Trauma can significantly hinder a learner’s ability to engage in educational settings. The effects can be categorized into cognitive, emotional, and behavioural domains:

1. Cognitive Effects:

• Attention and Concentration: Trauma can impair attention span and the ability to concentrate in class. 
• Memory and Learning: Traumatic experiences can disrupt memory formation and retrieval processes. 
• Problem-Solving Skills: Exposure to trauma can interfere with effective problem-solving and planning abilities. 

2. Emotional Effects:

• Emotional Regulation: Trauma often leads to difficulties in regulating emotions. 
• Low Self-Esteem: Individuals who have experienced trauma may struggle with self-worth and motivation, impacting their engagement in learning activities.
• Social Anxiety: Many learners exhibit social withdrawal or avoidance behaviors due to fear of judgment or negative experiences associated with peer interactions.

3. Behavioural ioral Effects:

• Disruptive Behaviours: Trauma can manifest as anger outbursts, hypervigilance, or avoidance behaviors in the learning setting.
• Physical Symptoms: Frequent somatic complaints such as headaches or stomachaches are common among traumatized individuals as they may express emotional distress through physical ailments.

Creating inclusive evaluation frameworks involves establishing clear criteria that accommodate diverse learning styles and abilities.  This section is designed to be a growing compilation of approaches to support professionals in evaluation and validation of competence developments. It presents a sample of methods that can be used in individual or group work, the examples shown should reflect a good balance of productive and responsive assessment methods.

In the design of the assessment setting you should consider the following aspects that determine the depth of the assessment:  

• Which target group do you work with and how many learners and assessors are involved? 
• Which competences are to be assessed? 
• How much time and interaction with the learners is available? 
• For which purpose do you assess and evidence the competence developments? 

Inclusive Evaluation Frameworks:

1. Reflective Learning Diary

A reflective diary is an instrument for learner´s self-evaluation. It enables learners to document and reflect upon their learning experiences with regard to a certain topic. As a learning activity reflective diaries facilitate learner’s self-reflection. As an assessment method reflective diaries provide insight in learner’s understanding, content knowledge, knowledge application but also critical self-reflection and awareness.

Learners can use writing or drawing to express their understanding of what happened, personal feelings and conclusion from the experience. 

2. Group Discussion

In group discussions for the purpose of assessing competence developments a learning group is interviewed by a moderator. A specific format of such a discussion are focus groups, which are in particular useful for exploring norms, beliefs, attitudes, practices and languages. Choose a topic for the discussion and prepare a list of open-ended questions that are arranged in a natural and logical sequence. Write a summary for each group discussion.

3. Observation

The purpose of direct and indirect observation is to collect evidence of achievement by watching learners’ performances while they take part in an activity, but without interfering in their work. Observation allows you to see the knowledge being put into practice and is better used when assessing and evidencing competence based learning. 

• Direct observation by an assessor. Assessor fills in a prepared observation report form while the learner is undertaking the activity – (s)he makes a judgement against pre-determined criteria.
• Peer Assessment can be in the form of a discussion, a question and answer session or by recording information on pro-forma. The peer can be another learner who has taken part in the activity alongside the learner who is being assessed. The peer assessor will either record or provide verbal feedback on what the learner has done during the activity.
• Indirect observation takes place when using appropriate technology such as video recording. The assessor can recognise competence or achievement by observing the activity on the video. This can be supplemented by asking the learner questions about what is taking place on the film.