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The aim of this report is to extend our understanding of how the CASLO approach to qualification design can be operationalised. The CASLO approach is defined by the following key characteristics (Newton & Lockyer, 2022):

1. the domain of learning is specified as a comprehensive set of learning outcomes, which tend to refer to elements of knowledge and skill

2. a standard is specified for each learning outcome, via a set of assessment criteria, which are used to judge student performances directly

3. a pass indicates that a student has acquired the full set of learning outcomes specified for the domain (the mastery requirement)

Authors

Asteria Brylka, Milja Curcin, Latoya Clarke and Paul Newton, from Ofquals Standards, Research and Analysis Directorate.

The CASLO Research Programme

This report is part of a series that arose from Ofquals 2020 to 2024 programme of research into the CASLO approach:

1. The CASLO Research Programme: Overview of research projects conducted between 2020 and 2024.

2. The CASLO Approach: A design template for vocational and technical qualifications.

3. How CASLO Qualifications Work. (This was published in February 2022.)

4. Origins and Evolution of the CASLO Approach in England: The importance of outcomes and mastery when designing vocational and technical qualifications.

5. Responding to Criticisms of the CASLO Approach (Report A): A taxonomy of potential problems.

6. Responding to Criticisms of the CASLO Approach (Report B): Views from awarding organisations.

7. Responding to Criticisms of the CASLO Approach (Report C): Views from qualification stakeholders.

8. Responding to Criticisms of the CASLO Approach (Report D): Properties of qualifications from the CASLO research programme.

9. Understanding Qualification Design: Insights from the 2020 to 2024 CASLO qualification research programme.