Learning Evidence
Competency Completion Calculator
Track verified, in-progress, and not-started competencies without treating current work as completed.
Enter competency statuses
How the estimate is formed
Assumption: In-progress competencies enter only the projected coverage measure.
Verification needs a decision rule
Submission, observation, assessor approval, and system posting are different stages.
Count a competency as verified only at the stage governing completion.
For a different unit of work, track artifacts supporting competency evidence.
Verified and active competencies
Fifteen of 24 competencies are verified and six are in progress. Verified completion is 62.5%, while projected coverage is 87.5%.
Common planning questions
Should submitted evidence count as verified?
Only after the required approval stage.
Can one activity satisfy several competencies?
Yes, if each decision is recorded separately.
Does projected coverage guarantee completion?
No. Active evidence may not pass verification.
Separate verification from activity
- Freeze the applicable competency set.
- Reconcile verified evidence.
- Mark active work separately.
- Investigate the not-started residual.
Dependencies affect time more than count
Several open competencies may rely on one placement or capstone.
Map prerequisites and evidence opportunities before turning the remaining count into a schedule.
A separate planning question is whether to apply a cutoff to assessed criteria.
Build an evidence trail by competency
Record identifier, version, evidence, assessor, decision date, status, and any expiration or renewal rule.
When a framework changes, map old and new competencies explicitly rather than carrying the aggregate percentage forward.
A verified count can still hide foundational gaps, so review the identity and sequence of remaining competencies.
For team or cohort reporting, retain learner-level eligibility before summing decisions.
A competency can require several pieces of evidence even though it contributes one unit to the completion denominator.
When evidence expires, move the status according to the framework rather than leaving historical verification permanently active.
For recognition of prior learning, document the equivalence decision separately from training activity.
Completion percentages should be accompanied by the names of open competencies so planning reflects sequence and availability.
For planning, expand every unverified competency into its remaining evidence and decision steps. Six open competencies could mean six short observations or months of sequenced placement work. The percentage describes status volume, while the evidence plan supplies realistic workload, ownership, dependencies, and completion dates.
If assessors have a backlog, report verified completion and evidence-ready status as separate operational measures. That distinction shows whether the learner or the verification process controls the remaining time, without granting completion before a decision is made.