Redesigning Assessments: Moving Beyond Traditional Testing to Competency-Based Models

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@article{1705640,
      author = {Shaila Sheelavant},
      title = {Redesigning Assessments: Moving Beyond Traditional Testing to Competency-Based Models},
      journal = {Iconic Research And Engineering Journals},
      year = {2024},
      volume = {7},
      number = {10},
      pages = {588-595},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1705640.pdf},
      abstract = {The study critically addresses the limitations of traditional models of assessment, notably standardized testing, that have been long criticized for being unable to effectively measure the practical skills, critical analysis, and real-world problem solving ability of students, and underscores the importance of the ascendancy of competency-based assessment models that are geared towards the mastery of clear skills or knowledge areas as an more apt reflection of learning outcomes and preparation of students for the demanding worlds of educational institutions and professional life, and through a constructivist approach to learning theory, assessment for learning (AfL) principles, and emerging literature in competency-based education (CBE), this research explores how this model allows for more personal learning trajectories, more useful feedback, and increased student engagement, motivation, and retention, while also addressing concerns around equity and inclusivity in allowing for diverse learners to demonstrate competency in ways they are best acculturated to do so, and the study synthesizes recent case examples, empirical reports, and institutional implementations to June 2024, identifying practical approaches that educators and institutions can use, including the designing of modular competency frameworks, the folding in of formative and summative assessment as part of the overall assessment strategy, the leveraging of digital platforms for monitoring student progress, and the inclusion of continuous feedback that drives delivery modification, and it also identifies roadblocks as educational institutions move toward competency-based models, such as resistance from educators or stakeholders, scarcity of resources, and the need for professional development and policy making, while noting the transformative potential of CBE to improve learning and academic performance of student populations and reculture traditional education from the mapping of facts to the application of a skillset, and offers a synthesis of the theoretical foundations, practical implementations, and implications for further research and contributes to the advancement of assessment theory and practice, offering a roadmap for educational institutions, policymakers, and researchers who are interested in implementing, evaluating, and refining competency-based models of assessment as a sustainable and equitable successor to traditional assessment frameworks in a variety of educational contexts.},
      keywords = {Competency-Based Assessment, Traditional Testing, Constructivist Learning, Student Engagement, Equity and Inclusion in Education, Assessment for Learning (AfL)},
      month = {April},
  }