04 / PROOF & RECOGNITION

Show the evidence behind what was achieved.

Capability Evidence connects a recognised achievement to the work, performance, assessment and experience that substantiate the claim—giving the learner proof that is meaningful, contextual and traceable.

Evidence-Led Contextual Attributable Traceable
Capability evidence

Evidence should explain the claim, not decorate it.

Astraal Academy's Capability Evidence layer creates a governed relationship between achievement claims and the evidence that supports them. It can reference learning outputs, assessed work, projects, portfolios, workplace experiences and other permitted evidence without turning every artefact into an automatic credential.

Evidence is not the same as recognition. An artefact becomes meaningful evidence only when its relevance, provenance, context and relationship to the claim are understood.
01 · RELEVANCE

Connect evidence to a claim

Show which capability, outcome, skill or achievement the evidence is intended to support.

02 · PROVENANCE

Know where it came from

Maintain source, date, contributor and assessment context so evidence can be attributed appropriately.

03 · CONTEXT

Understand the conditions

Record the environment, task, scope and contribution that give the evidence its meaning.

Evidence lifecycle

From artefact to trusted evidence.

01

Capture

Collect a permitted work product, observation or record.

02

Attribute

Establish whose contribution the evidence represents.

03

Contextualise

Describe the task, setting, scope and conditions.

04

Map

Relate evidence to the defined capability or achievement claim.

05

Validate

Apply applicable review or verification controls.

06

Curate

Select appropriate evidence for the intended purpose.

07

Use

Present evidence through the appropriate credential or professional context.

Evidence models

Different claims require different kinds of evidence.

Knowledge Evidence

Demonstrations of concepts, reasoning, understanding or subject knowledge through appropriate assessment activities.

Performance Evidence

Observed or assessed performance showing how a learner applies capability to a defined task or situation.

Artefact Evidence

A permitted work product such as a report, analysis, design, prototype, code, presentation or other output.

Project Evidence

Evidence arising from a defined project, including contribution, deliverables, decisions and outcomes where appropriate.

Experience Evidence

Structured evidence from internships, apprenticeships, residencies or other real-world experiences where permitted.

Reflective Evidence

Structured learner reflection that explains decisions, learning, contribution and development rather than merely asserting competence.

Illustrative evidence record

Evidence becomes useful when its context is explicit.

Applied Data Analysis — Evidence Record

Reviewed · Linked
Evidence ID
Unique identifier for the evidence item or evidence set.
Claim supported
Defined capability, skill, outcome or achievement claim to which the evidence is mapped.
Evidence type
Project artefact, assessment response, presentation, observation, reflection or other permitted evidence type.
Source
Learning activity, BUILD experience, opportunity, assessment or external source from which the evidence originated.
Learner contribution
Specific contribution attributable to the learner, particularly where the evidence originated from collaborative work.
Context
Task, environment, scope, constraints and other conditions needed to interpret the evidence.
Date
Date or period during which the evidence was created, demonstrated or assessed.
Verification
Applicable assessor, supervisor, reviewer or system verification reference.
Visibility
Rules governing whether the evidence is private, Academy-visible, shared selectively or publicly presentable.
Status
Current evidence state, including draft, reviewed, verified, superseded or restricted states where applicable.
Evidence versus assertion

The system should distinguish what was done from what is claimed.

Evidence can establish

Specific, contextual statements supported by an identified source or assessment process.

  • Contribution
    What the learner actually did within a defined activity.
  • Performance
    What was demonstrated under specified conditions.
  • Outcome
    What was produced, completed or achieved where the evidence supports it.
  • Assessment
    What an authorised assessment process concluded against defined criteria.

Evidence should not automatically establish

An artefact alone should not be expanded into unsupported claims about universal or permanent capability.

  • Universal mastery
    A single project does not automatically establish mastery across every context.
  • Current proficiency
    Older evidence may not represent current capability where skills change rapidly.
  • Independent contribution
    Team evidence needs contribution context before individual claims are made.
  • Guaranteed outcomes
    Evidence of capability does not guarantee employment, promotion or future performance.
Evidence governance

Trust depends on how evidence is handled.

Authenticity

Evidence should be reasonably attributable to the person whose capability it is being used to support.

Provenance

The source, creation context and relevant verification information should be retained where appropriate.

Contribution

Collaborative evidence should distinguish team output from the learner's specific contribution.

Confidentiality

Employer, client, research and personal information must not be exposed merely because it is useful as evidence.

Consent & rights

Sharing should respect applicable permissions, intellectual property, privacy and contractual constraints.

Currency

Evidence should retain its date and context so users can judge whether it remains relevant to the intended purpose.

Evidence across the Academy

The learner's proof can accumulate across the journey.

LEARN

Learning evidence

Assessments, assignments, demonstrations and learning outputs can provide evidence where relevant to defined outcomes.

BUILD

Applied evidence

Projects, fellowships, internships, residencies, portfolios and other applied experiences can generate contextual evidence.

OPPORTUNITIES

External evidence

Industry and ecosystem experiences can contribute evidence where permissions, verification and credential criteria allow.

Evidence and professional identity

Evidence should travel with context, not just a headline.

When appropriate, capability evidence can support the learner's Credential Record, Verified Portfolio, Talent Profile, SkillSphere™ and opportunity interactions. Each destination can expose only the level of evidence appropriate to its purpose.

CREDENTIAL RECORD

Authoritative basis

Evidence references can support the underlying recognition record without exposing unnecessary material.

TALENT PROFILE

Professional context

Selected evidence can substantiate capability and experience presented to employers, mentors or collaborators.

VERIFIED PORTFOLIO

Curated proof

A learner can present selected work with context, contribution and verification rather than a collection of disconnected artefacts.

Journey integration

Evidence connects experience to recognition.

01 · LEARNKnowledge is developed
02 · BUILDCapability is demonstrated
03 · OPPORTUNITIESCapability is contextualised
04 · CREDENTIALSAchievement is recognised
Capability Evidence is the evidence layer connecting what the learner has learned, built and experienced to what the Academy can responsibly recognise and what the learner can credibly present. It strengthens the meaning of the credential without turning every artefact into an unqualified claim of competence.