ISO 29997:2025 — Learning Services Outside Formal Education — Assessment Methods for Learning Outcomes

Introduction: The Challenge of Assessing Non-Formal Learning

Assessment in non-formal learning contexts presents unique challenges that differ fundamentally from traditional formal education. Unlike schools and universities, non-formal learning services serve diverse learner populations with varied backgrounds, motivations, and goals. Learners may be adults with professional experience seeking skill upgrades, career changers requiring new competences, or individuals pursuing personal enrichment. The assessment methods used must therefore be flexible, authentic, and fit-for-purpose.

ISO 29997:2025 addresses this challenge by providing a comprehensive framework for selecting, designing, and implementing assessment methods specifically for learning services outside formal education. It recognizes that assessment in non-formal contexts serves multiple purposes: confirming achievement, providing feedback for improvement, certifying competence, and demonstrating value to stakeholders including employers and regulatory bodies.

Unlike formal education where assessment is often standardized and high-stakes, non-formal learning assessment must balance rigour with flexibility. ISO 29997 provides the principles and methods to achieve this balance.

Assessment Design Principles

Quality Criteria for Assessment

The standard establishes five fundamental quality criteria that all assessment methods must satisfy:

Criterion	Definition	Practical Implications
Validity	The extent to which an assessment measures what it claims to measure	Assessment tasks must align with stated learning outcomes; evidence must be relevant to the competence being assessed
Reliability	The consistency of assessment results across different assessors, occasions, and contexts	Clear assessment criteria, standardized procedures, and assessor training are essential; moderation processes should be in place
Fairness	The extent to which the assessment is equitable and free from bias	Reasonable adjustments for learners with disabilities; avoidance of cultural, gender, or linguistic bias; transparent appeals processes
Authenticity	The degree to which the assessment reflects real-world contexts and tasks	Workplace-based assessments, simulations, and project-based evaluations are preferred over abstract tests where possible
Manageability	The practicality of implementing the assessment within available resources and constraints	Balance between assessment rigour and cost, time, and resource implications for both providers and learners

Selecting Appropriate Assessment Methods

ISO 29997 provides guidance for selecting assessment methods based on several factors:

Nature of the learning outcome: Knowledge outcomes may be assessed through written tests or oral questioning; skill outcomes require demonstration or performance assessment; competence outcomes require integrated assessment in authentic contexts
Level of proficiency: Novice, competent, and expert levels require different assessment approaches — from structured checklists to professional judgement-based evaluation
Context and constraints: Workplace-based assessment, online assessment, and centre-based assessment each have distinct advantages and limitations
Purpose of assessment: Formative assessment (for learning) differs from summative assessment (of learning) in design, timing, and feedback requirements

A common error in non-formal learning assessment is using a single method for all types of learning outcomes. For example, assessing practical welding skills through a written multiple-choice test has low validity — the test measures theoretical knowledge, not welding competence. ISO 29997 emphasizes the importance of matching assessment methods to the nature of the learning outcome.

Assessment Methods and Administration

Range of Assessment Methods

The standard describes a comprehensive range of assessment methods suitable for non-formal learning contexts:

Written assessments: Essays, reports, case studies, short-answer questions, and multiple-choice tests. The standard provides detailed guidance on designing valid written assessments, including blueprinting, question construction, and marking schemes.

Performance assessments: Demonstrations, simulations, role-plays, and practical exercises that require learners to perform tasks relevant to the learning outcomes. Performance assessments are particularly valuable for assessing skills and competences.

Portfolio assessment: A collection of evidence compiled by the learner demonstrating achievement of learning outcomes. Portfolios are especially useful for recognizing prior learning and for assessing complex, integrative competences.

Oral assessments: Interviews, presentations, and viva voce examinations that allow assessors to probe understanding, reasoning, and application of knowledge.

Workplace assessment: Direct observation of learner performance in the actual work environment, often conducted by trained workplace assessors.

Project-based assessment: Learners complete a substantive project that requires integration of multiple competences, demonstrating both process and product outcomes.

Administration and Quality Assurance

The standard specifies requirements for assessment administration, including:

Assessment planning: Clear scheduling, resource allocation, and communication of assessment requirements to learners
Assessor competence: Assessors must have appropriate subject matter expertise and assessment skills, with ongoing professional development
Assessment security: Measures to prevent malpractice, including plagiarism detection, identity verification, and secure storage of assessment materials
Recording and reporting: Systematic documentation of assessment decisions, feedback provided, and outcomes achieved
Appeals process: Formal mechanism for learners to challenge assessment decisions

Engineering insight: Technology-enabled assessment offers significant opportunities for improving assessment quality and efficiency in non-formal learning. Adaptive testing, automated scoring of selected-response items, and AI-assisted feedback on written work can enhance consistency and provide immediate feedback. However, the standard cautions that technology should support rather than replace human judgement, particularly for complex competence assessment.

Ethical Considerations and Learner Protection

ISO 29997 addresses several ethical dimensions of assessment:

Informed consent: Learners must understand how they will be assessed, the criteria used, and how assessment results will be used. Consent should be obtained before assessment begins.

Confidentiality: Assessment results and personal information must be protected and shared only with authorized parties with the learner’s consent or as required by law.

Reasonable adjustment: Learners with disabilities or special circumstances are entitled to reasonable adjustments to assessment procedures without compromising the validity or reliability of the assessment.

Feedback and development: Assessment should support learning, not merely measure it. Constructive feedback should be provided to help learners understand their performance and identify areas for improvement.

Assessment malpractice — including plagiarism, cheating, and fraudulent certification — undermines the credibility of non-formal learning services. ISO 29997 requires providers to implement robust prevention and detection measures, including academic integrity policies, plagiarism detection software, and secure assessment environments.

Frequently Asked Questions

Q: Can ISO 29997 be used for high-stakes professional certification assessments?
A: Yes, the standard is designed to support high-stakes assessment contexts. The quality criteria (validity, reliability, fairness, authenticity, manageability) are consistent with international best practices for professional certification and licensure assessment.

Q: How does ISO 29997 address online and remote assessment?
A: The standard includes specific guidance for online assessment, including identity verification (remote proctoring), assessment security in digital environments, and ensuring equitable access for all learners regardless of technology or connectivity limitations.

Q: What qualifications should assessors have under ISO 29997?
A: Assessors should have demonstrated competence in both the subject area being assessed and in assessment practice. The standard recommends formal assessor training and certification, with ongoing professional development to maintain assessment skills.

Q: Is ISO 29997 compatible with competency-based assessment frameworks?
A: Yes, the standard is specifically designed to support competency-based assessment approaches. It provides guidance on defining competency standards, collecting evidence of competence, and making competency decisions based on multiple sources of evidence.