Assessment is central to learner motivation as well as providing accreditation. The introduction of different assessment systems has a major impact on education and training
processes. In recent years, a new pedagogic paradigm has emerged placing the learner as the central subject in the construction of their own learning. At the same time there is an
increasing trend of employers recruiting new staff based on skills and competences, rather than just qualifications. And this period has seen the increasing use of technology for
teaching and learning.

The affordances provided by digital devices, tools and apps, increase opportunities for the implementation of assessment for learning which meets learners’ needs. Digital technologies
also allow access to some of the difficult to describe, or measure, skills and dispositions, which underpin vocational education. These ‘invisible’ attributes contribute towards learners
‘becoming’ (i.e. attainment of an occupational identity) as they progress towards building their personal knowledge, skills and competences profile.
Although research is still in the course of analysis and publication it would appear that the Vocational Education and Training sector had more problems than Higher Education and
schools in the turn to digital in repose to the Covid 19 crisis. Anecdotal evidence suggests that the repose was uneven with some institutions and teachers embracing new technologies for learning with others struggling. This reflects research undertaken through the Erasmus Taccle VET project which also found that while some VET teachers and trainers felt confident in adopting technologies and pedagogies for teaching and learning others were less sure. The project looked at the different competence areas included in the DigiCompEdu framework and asked VET teachers and trainers to rate their confidence and competence against the competence statements.

The aim of the project is to support VET teachers and trainers to use e‐assessment with vocational learners by providing guidelines, tools, best practices and access to an online
community. The project will focus on two sectors, construction and services (hospitality and social care) that according to the CEDEFOP Skills Panorama have high potential future
employment growth among partner countries.

The project aims to extend the DigiCompEdu Framework area 4 (Assessment) by defining new competence statements for VET teachers and trainers and to explore the potential of
different e-assessment tools and methods/ It will develop a toolkit for VET teachers /trainers analysing different e-assessment tools, providing best practice exemplars of e-assessment
in VET and guidelines to assist trainers to transition from narrow task-based assessment to using authentic, holistic assessment approaches and will include six assessment scenarios
for different situations in class and workplace VET in construction and services by using digital tools and authentic/holistic approaches. A Massive Open Online Course will be open to
participants in all countries, as will an online platform to support a Community of Practice on eAssessment in VET. Finally, the project will produce a report with recommendations for
organisations involved in VET teacher development and training