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Competency-Based Assessment

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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.  

 
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  • 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