Longitudinality
Competence develops; a single sitting samples one moment of it. Evidence is gathered across the whole programme, so what becomes visible is a trajectory rather than a series of unconnected verdicts.
Programmatic assessment for health science education
Many data points. One decision.
eLEA.to tracks the quantitative and the qualitative together — scores, entrustment levels and narrative feedback, gathered across a whole programme — so an assessment board decides on the weight of accumulated evidence rather than on a single sitting.
Built for CBME programmes in medicine, dentistry, veterinary and nursing. Hosted in the EU.
One student · one year
0 data points captured
Hover a dot to see what was recorded; on a phone, tap it. Select an instrument to see how much of the picture it contributes. The pale dots after the gold one are the rest of the year: the committee meets on a date the programme sets, and decides on what has been collected by then.
What programmes tell us is not working
01
Assessment happens. Insight doesn’t.
Your programme already collects a great deal. It sits in paper forms, spreadsheets and Moodle activities that were never designed to be read together, and nobody has the time it takes to read them together.
02
Decisions rest on whoever remembers.
By the time a progression committee meets, the evidence is scattered across systems and terms. What fills the gap is recollection — and the most confident recollection in the room tends to win.
03
Accreditors ask for a map nobody drew.
Coverage by competency, by subject, by year. Assembled by hand in the weeks before the deadline, from sources that have moved on since.
The approach
Longitudinal is one pillar. Programmatic assessment stands on four.
Gathering evidence over time is one principle among several. eLEA.to is built on the model set out by Van der Vleuten and colleagues and codified by the Ottawa 2020 consensus — in which no single assessment carries a high-stakes decision on its own.
Clinical rubric progress Dentistry, year 4 · one student
Illustrative
- Direct restorations Indirect supervision 12 / 15
- Endodontics, single canal Direct supervision 7 / 12
- Periodontal therapy Indirect supervision 14 / 14
- Paediatric behaviour management Direct supervision 4 / 10
- Removable prosthodontics Observation 3 / 8
Clinical rubrics are the dentistry form of DOPS, and the same view works for any instrument a programme runs. The counts, the thresholds and the supervision levels are set by the programme — we supply the mechanism, not an opinion about what the right numbers are for your discipline.
Triangulation
Different instruments see different things. A mini-CEX sees a consultation, a DOPS sees a procedure, a 360° sees what the team experiences. Agreement across methods, contexts and assessors is what makes a judgement hold.
Proportionality
The weight of a decision matches the weight of the evidence behind it. Individual data points stay low-stakes and formative; only the accumulated body of them is allowed to carry a progression decision.
Feedback orientation
Every observation is written to be useful to the learner first. Assessment that only feeds a grade produces data nobody learns from — and assessors who stop writing anything worth reading.
Van der Vleuten, C.P.M., Schuwirth, L.W.T., Driessen, E.W. et al. (2012) “A model for programmatic assessment fit for purpose”, Medical Teacher 34(3), 205–214. · Heeneman, S., de Jong, L.H., Dawson, L.J. et al. (2021) “Ottawa 2020 consensus statement for programmatic assessment — 1. Agreement on the principles”, Medical Teacher 43(10), 1139–1148.
Who it’s for
How would you benefit?
Six people have to agree before a platform gets bought, and each is solving a different problem. Here is the one sentence that matters to each, and a longer piece behind it.
Institution
If you think competency-based education is a strategic priority but each department is running programmatic assessment its own way, you should try a shared platform like eLEA.to so that every degree works from one consistent, accreditation-ready model that fits your Moodle, SSO and data-protection requirements.
Read the caseEducation lead
If you think your programme assesses a lot but you cannot tell which competencies are covered, by whom, or where the gaps are, you should try a curricular coverage matrix like eLEA.to so that you can see where your assessment blueprint is thin before your students or your accreditors find out.
Read the caseIT and data protection
If you think a new assessment platform means a second system claiming to hold grades, another impact assessment and a sub-processor you cannot see, you should try an append-only competency ledger like eLEA.to so that grading authority stays in your LMS, the data stays in the EU, and the processing you have to document is narrow enough to describe in a paragraph.
Read the caseAssessment board
If you think progression decisions still rest on scattered spreadsheets and whoever speaks loudest in the meeting, you should try a committee workspace like eLEA.to so that every decision rests on many data points, visible progress indicators and a full audit trail you can defend.
Read the caseMentor and clinical supervisor
If you think you only see a fragment of your student’s progress, and your feedback disappears into a form nobody reads again, you should try a longitudinal portfolio like eLEA.to so that every mini-CEX, DOPS and reflection builds into a picture you can actually coach from.
Read the caseStudent
If you think you only find out where you stand when it is too late to do anything about it, you should try a longitudinal portfolio like eLEA.to so that you can follow your own progress, see which competencies still need work, and arrive at each review knowing what to expect.
Read the caseThe platform
What it does, in the order you will use it
Grouped by the assessment loop rather than by feature category. Anything not in the current release is labelled, because the difference matters during procurement.
Step one
Configure the framework
- Framework template library: ADEE Graduating European Dentist, Spanish Orden CIN/ECI competency sets, EU Directive 2005/36/EC annexes, ESCO transversal layer
- RD 822/2021 remapping: legacy competències to official resultats d’aprenentatge, with a mapping table and version label
- Framework and mapping version control, so a memòria revision stays traceable
- Instrument configuration: which competencies, which rubric, minimum counts, deadlines
- Role model: tutor, supervisor, coordinator, committee member, admin
Step two
Collect the evidence
- Seven workplace-based instruments: mini-CEX, DOPS, case-based discussion, 360°/multisource, EPA entrustment scales, structured reflections, procedure logs
- Structured narrative feedback captured alongside every score, not bolted on afterwards
- Offline capture for low-connectivity clinical settings, synced when the device reconnects
- Installable progressive web app on desktop and mobile
- Bulk roster import and bulk supervisor assignment
Step three
Aggregate the picture
- Longitudinal student portfolio: every observation, in sequence, per competency
- Curricular coverage matrix: competency × subject × year × instrument, as a living document
- Per-competency progress indicators against the expected supervision level
- Search and filtering across a full cohort, which is what a 200-student review actually needs
- AI-powered insights: synthesis of narrative feedback across a portfolio, surfacing what recurs across assessors and over time. Configured around the questions your programme actually asks rather than shipped as a fixed set of dashboards
Step four
Decide, and be able to show why
- Committee view over the aggregated evidence for each student
- Progression decisions recorded with their justification
- Audit trail: who changed what, when, and from what value
- Individualised progress plans for students below threshold
- Alerts and escalation: configurable notifications to tutor, coordinator and committee when progress, completion or deadlines slip
- Accreditation exports to CSV, Excel and PDF
Underneath
Platform and compliance
- Moodle integration over LTI 1.3, with SSO/SAML and roster sync
- Trilingual interface: Catalan, Spanish, English
- WCAG 2.1 AA as a build requirement, not a later remediation
- Tenant isolation between institutions, architectural from the start
- GDPR/RGPD compliance with EU data residency
Next
In development
- Early-warning analytics for learners drifting below their expected trajectory In development
- Committee report drafting from the aggregated record In development
- Skill Passport: portable, verifiable competency credentials on graduation In development
In development
How AI works here. AI-powered insights are available now, and they are configured around your programme rather than delivered as a fixed set of dashboards — what gets surfaced depends on the questions your committee and your tutors actually ask. Everything underneath stays deliberate: each AI capability goes live behind its own data-protection impact assessment and an EU AI Act evaluation, it is switched on by you rather than arriving in an update, and the evidence behind any insight remains readable in full. Automated inference about a student’s progression changes the risk profile of a system, not only its feature list, and we would rather say that plainly than be asked about it halfway through a procurement review.
Checkable
Facts we can stand behind
Nothing on this page is a rounded-up projection. These are product facts and published findings, and each one is the kind of claim a procurement officer is entitled to test.
3
Interface languages: Catalan, Spanish and English, all first-class.
7
Validated workplace-based instruments in the default library.
EU
Data residency. PostgreSQL on Scaleway in EU regions, with per-institution tenant isolation.
Offline mode
0 Bars of signal needed to record an assessment. Capture works offline and syncs on reconnect, on any phone.
An integrative review of 27 empirical studies found that programmatic assessment generated enough information to enable robust decision-making, and identified an overload of assessment information as one of its recurring challenges. Both halves of that finding shaped what we built.
Schut, S. et al. (2021), Perspectives on Medical Education
Acceptable reliability in workplace-based assessment comes from combining different instruments, not from accumulating more of any single one. That is the argument for many data points and for triangulation, stated as a measurement result rather than as a slogan.
Moonen-van Loon, J.M.W. et al. (2013), Advances in Health Sciences Education
How we work
Four commitments
Integrity and transparency
Published pricing, stated limits, and a roadmap that is labelled as a roadmap. It loses us the occasional demo.
Agile collaboration
We build with the institutions using it. The framework mapping engine exists because a vice-dean told us the migration was the hard part.
Continuous learning
The literature on programmatic assessment is young and partly critical. We read the criticism too, and it changes the product.
Modular excellence
A capable core, with the rest as modules you switch on. No institution should pay for a rotation scheduler it will never open.
Scope
What eLEA.to deliberately does not do
- Replace your Moodle or Blackboard gradebook, or the official academic record.
- Hold the transcript. Final grading authority and transcript data residency stay with your LMS.
- Run OSCE/ACOE stations. Results can be imported; station management is on the roadmap.
- Require a six-figure consultancy engagement before the first cohort is live.
Why we lead with this
The first question a university IT department asks is which system is the system of record. eLEA.to runs as an append-only competency-tracking ledger alongside your LMS, not above it. Putting that in writing early is not a weakness in the pitch — it is what turns a six-month procurement conversation into a shorter one.
A medical school in Madrid, a dental faculty in Mumbai, a nursing programme in Manchester.
eLEA.to adapts to your competency framework and your assessment workflow. Tell us how your programme assesses today, and we will show you what that looks like inside the platform — with your framework, not a generic demo dataset.