Electronic Portfolio and Assessment Support System​

This digital tool supports students and professionals in learning and assessment tasks. It helps learners gather information on their performance and progress. The data in EPASS can be analyzed for further learning and making decisions about the learner’s progress. 
EPASS is developed for organizations and companies that offer competency-based (training)programs. Workplace-based feedback and assessment play an important role in these programs. 
EPASS is a tool that has to fit in with the educational design of your (training)program. So it is important to look closely at the setup  of EPASS and your assessment. Based on this review a decision can be made on the use and specific setup of EPASS.


 With regards to EPASS we offer consultancy on questions like:

  • Is the organization / company satisfied with the way competency-based training and assessment work out for all involved or should these be improved? 
  • How can the relation between competencies and different types of assessment and feedback be made explicit?
  • Are the characteristics of the assessment and the competency-based (training) program aligned with the basic setup of EPASS?
  • Are assessment methods and feedback forms available, and should they be adjusted in order for EPASS to function as the portfolio and assessment system of the organization? 
  • How to implement the competency-based program and assessment methods in EPASS?
Options in EPASS
EPASS helps learners keep their portfolio up to date by giving lecturers, trainers, supervisors, patients, peers and assessors electronic access to such information as workplace-based assessments, progress reports, CATs and 360-degree feedback. 
  • Electronic assessment system (in the health sector this is based on clinical evaluations, assessment of technical skills and 360-degree feedback)
  • Electronic portfolio with self-evaluations and Personal Development Plans
  • An overview of activities the learner has to meet 
  • An overview of competencies 
  • An overview of attendance at educational activities and performance of teaching tasks
  • Feedback on (the development of) competencies
  • Relevant summaries of feedback and workplace-based assessments
  • Relevant standards and reference groups for benchmarking
  • Instructions for the use of assessment tools and interpretation of assessment data

New Options:
Compentencies and EPASS
A ‘competency’ refers to a behavior that demonstrates fitness to practise. Competencies are contextual and indivisible; they are clusters of skills, knowledge, attitudes, characteristics and insight, which are related to key activities or tasks. 

A ‘competence’ refers to a behavior that demonstrates fitness to practise in a particular profession.
Competencies are contextual and indivisible; they are clusters of skills, knowledge, attitudes, characteristics and insight, which are related to key activities or tasks.

Depending on a specific program or profession, the competency model in EPASS configurations is somewhat different. 
​Some examples
In the Netherlands for most of the health professions the following general competencies are required:
medical expert, communicator, collaborator, scholar, health advocate, manager, professional (CanMEDS competency model).

In Teacher Training the focus is on these competencies:
Designer, coach and assessor of learning activities (subject didactician and coach of learning processes); Creating & Maintaining a working atmosphere;    Pedagogue; Member of the professional community (teacher in broader context); Reflective teacher.

In Law (Masstricht University) EPASS is organized around: 
Global citizenship, problem solving, cognitive complexity, research methodology, information literacy, written communication, verbal communication, collaboration, interpersonal communication, leadership.

EPASS facilitates the close monitoring of learner progress in competencies. An overview of learner performance per semester allows for mapping progress over time. A spider web chart can be drawn to show progress in each competency relative to that of a peer group phase level of training.

Overview per semester