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Competency-Based Assessment

Written by fgomezur

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Assess Student Learning

First Published:
October 29, 2024

 

Competency-based assessment requires the meaningful evaluation of students’ competence and aims to reduce the theory-practice gap by promoting continuous competency development. In this approach, clear definition of competencies, accurate assessments, and effective feedback are all essential for assessing students’ attainment learning goals (knowledge, attitudes, skills). Each competency is defined as a learning outcome with milestones outlining stages of development from novice to master, and formative assessments serving a dual purpose: assessing what has been learned and what is required to reach the next milestone level.  

  
Use the comments section below to let us know your ideas about competency-based assessment.

  • Effective competency-based approaches connect with the needs of the health care system, using multiple assessments for and of learning. 
      • Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, Holmboe ES, Frank JR. (2017). Core principles of assessment in competency-based medical education. Medical Teacher, 39(6), 609–616. https://doi.org/10.1080/0142159X.2017.1315082  
  • In a competency-based model, the consistent combination of formative assessment and feedback allows for effectively addressing the attainment of learning goals. 
      • Lee, G. B. & Asriani, M. C. (2022). Assessment and feedback methods in competency-based medical education. Annals of Allergy, Asthma & Immunology, Volume 128, Issue 3, Pages 256-262. https://doi.org/10.1016/j.anai.2021.12.010  
  • Assessment in CBE allows learners to move toward the next level of competency, blurring the lines between learning and assessment. 
    • Sistermans, I.J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Educ. Rev. 21, 683–696. https://doi.org/10.1007/s12564-020-09658-6 

  1. Consider where your course fits in the program/degree progression and the competencies and competency levels that need to be addressed (course outcomes/objectives). Also, assess the context and situation for your assessments as well as the mode for student’s response. 
  2. Identify multiple, relevant, and developmentally appropriate assessment tools/methods for each competence in alignment with the learning goals/outcomes. Consider merging assessments, when possible, to streamline the assessment process.  
  3. Integrate feedback thoroughly. Identify needs for self, peer, instructor, and stakeholders’ assessment. Plan this as a process of continuous, consistent feedback, using rubrics with clear assessment criteria. 
  4. Create a process for the evaluation and improvement of the assessments.