Is Learner Feedback the Best Way to Assess Training Quality?

At the end of a course, “smiley-face” feedback forms are a quick and easy way to gauge whether learners enjoyed their experience. Of course, learner feedback is vital for making improvements, but it is only one piece of the puzzle. If we rely solely on satisfaction scores, the true quality and substantive impact of the training might go unnoticed.

For micro-credential courses, quality management is particularly critical. This is because these short, focused learning units must be robust enough to be stacked and combined into larger qualifications.

So, what other quality assurance methods should we use? Here are some insights and recommendations from the partners of the Lab4MicroVET project.

Evaluate Curricula and Learning Outcomes — The “Why” and the “What”

Instead of just asking if learners liked the content, investigate how well it aligns with labor market needs. Are you using data from reports (like the OSKA reports in Estonia) or evidence that proves actual demand in a specific company or industry?

Already in the curriculum design phase, ask yourself: To what extent do these learning outcomes meet the real-world needs of the workplace? Document the inputs from companies that triggered the development of the course. In France, for example, the entire upskilling and reskilling system is built upon employer input and the direct demand for specific skills.

In many European countries, occupational standards serve as the foundation for training, though specific requirements can vary. Always verify that your course aligns with these standards. Ensure that learning outcomes are clearly described and that their achievement can be assessed against transparent criteria. This ensures the course truly helps learners advance their careers or fill genuine skill gaps.

Evaluate Teaching Methods — The “How”

How do we know if a teaching method actually worked? We must evaluate whether the methods used truly support the achievement of the learning outcomes. For instance, if a learner is expected to “be able to use specific software,” the training must provide enough hands-on practice, and the assessment must actually verify that skill.

In the context of modern teaching, it is essential to assess how well we implement flexible learning options (e.g., hybrid learning). This is increasingly important for engaging adult learners who balance study with work and life. For practical skills, hands-on tasks, group work, and repetition play a vital role. Therefore, we should constantly evaluate whether we have chosen the best methods to achieve each specific learning outcome.

Taking Ireland as an example, flexible delivery models are often a prerequisite for micro-credential courses to ensure that diverse learner groups have the opportunity to develop their skills.

Measure Trainer Competencies — The “Who”

A great course requires a great mentor. Beyond learner satisfaction scores, keep an eye on the trainer’s professionalism and their own continuous development. Providers of micro-credentials must monitor and support the growth of their educators’ competencies. Peer observations or reflection sessions help assess whether a trainer brings energy, clarity, and practical value to the classroom.

In Estonia, the quality of the learning process and curricula in vocational education is assessed  by Estonian Quality Agency for Education (HAKA). This systemic approach ensures that even short micro-credential courses meet high standards.

To summarize: ensuring the quality of micro-credentials is not just a formal obligation but it is a promise to the learner and the employer. When we use diverse assessment methods, the resulting micro-credential becomes more trustworthy and respectful in the labour market.