How to use the units

The main features of units, criteria & indicators, levels, assessment and certificates.

>> For detailed information, refer to the “assessment” section

A unit is defined by a set of knowledge, skills and competence needed to carry out an earth building activity, and a list of criteria and indicators for asssement.

  • Knowledge is factual and theoretical, described by a list of topics.
  • Skills are cognitive and practical, and are described by a list of actions.
  • Competence describes the responsibility, autonomy of a person and its ability to supervise others in a given situation.
  • The criteria are designed to assess the skills of each ECVET unit.
  • An additional transverse list of criteria applies to method of work, common to all of the units.


Compulsory criteria and related indicators have been developed for the skills of each unit.

  • All the criteria have to be used and scored, if not in the practical task then through written and oral questions.
  • Criteria & indicators lists make a significant contribution to the transparency and comparability of the units and simplify assessment of performance.
  • Criteria for assessment vary with the unit content and are assessed as such.
  • Indicators allow decisions over whether a criterion is achieved or not.
  • The knowledge/skills/competence lists and the criteria/indicators vary with the Level.


At the EQF levels 1-4, the Learning outcomes focus on exection, from Level 5 on xxx

  • Level 1 is an introductory level for people to discover earth building. They can only work under direct supervision.
  • Level 2 does not mean less quality, but more time and instructions. They can work under supervision with some autonomy
  • Levels 3 and 4 correspond to autonomous professional work. The difference between level 3 and 4 lies in the organisation and supervision: a level 3 is a person working autonomously but not supervising other workers and not dealing with the whole organisational process of the building site.


Level and competence.

Example . for Unit M- Practical task = preparing clay plaster mix, in terms of responsibility and autonomy :

  • At level 1 the examinee is able to put clay, sand and water in a bucket and mix 
it with a machine, when told exactly what to do. You tell them to take two shovels of clay, one shovel of sand and s/he does it, s/he can count and can repeat the task following the recipe you have told them precisely. This is the competence for level 1: counting, repeating the work as directed, under direct supervision with no autonomy.
  • At level 2 they should ask if something is unexpected. For example, the clay has run out. They should ask: What shall I do or where can I find more material? This is under supervision but with some autonomy.
  • The competence of levels 3 and 4 cannot easily be observed in a practical exam, the assessor should ideally observe the examinee on a building site, but this may be difficult in practice. So the assessor has to ask appropriate questions during the technical discussion. A question should relate to a competence as described in the unit of learning outcomes. Ideally the assessors would ask a question on each of the listed competences or would relate their observations of the performance of the practical exam to these competences.


The performance of the work, tolerances and accuracy should always correspond to the relevant standards in the particular national context


Each ECVET Earth building unit can be assessed individually and certified.

  • Their sequence has no significance.
  • Candidates can be given recommendations on sensible sequences, combination possibilities and desirable preparatory knowledge.
  • The assessment should prove whether or not the candidate has actually acquired the knowledge, skills and competence described in the unit.
  • Learn•Earth partners have agreed that the method and procedure of assessment should correspond to the recognised national rules. No specifications have been set for the tasks of practical assessments, but some guidelines can give support. plus tard: input BRICK test +Wangelin rammed earth


To ensure comparability, Learn•Earth partners have made the following binding stipulations:

  • An ECVET Earth building assessement has 3 components, each having an equal weight and being scored.
  • Knowledge is tested in a written questionnaire (written exam).
  • Skills are tested practically, on site or in an exercice (practial exam).
  • Competence is assessed in a technical discussion (oral exam).
  • The oral exam should be done last.
  • Detailed check-lists and instructions on how to prepare and run an assessment exists to guide assessment organisers and assessors. link download section xxx


Assessment can be offered independently from training

  • Learning outcomes are usually assessed after a period of site work, which is rarely immediately after training.
  • There are no prequests for participation in an assessment. Candidates are informed about the learning outcomes they are expected to achieve and the assessment criteria.
  • Learn•Earth partners can co-operate in offering periodic, regional or national assessments to conserve their means and resources.
  • Assessment offer link


A guide to earth building training in Europe and beyond

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