Varying assessment

Assessing the acquisition of these competencies is another key aspect of the CBE model, which encourages a different approach to learning. Assessments should be varied, going beyond traditional written, knowledge-based tests to include performance tasks and projects, both individual and group-based. This variety allows students to learn and demonstrate their abilities and soft skills in diverse ways, accommodating different learning styles.

Formative assessments play a vital role in promoting student learning. Competency-based education provides not merely an assessment of learning, but also assessment as learning and for learning. Students are assessed not just for the purpose of receiving a grade (assessment of learning), but to enhance their learning (assessment for learning). Continuous qualitative feedback, supported by a rubric, helps students visualize their learning journey by clearly defining areas for improvement, ultimately leading to better engagement. This approach also allows educators to monitor each student’s progress more effectively.

Moreover, assessment should extend beyond teacher-student interactions. Incorporating self and peer assessments—guided by feedback framed around a rubric’s criteria—can be highly beneficial. This is known as ‘assessment as learning.’ This shift encourages students to reflect on their learning and align their progress with established competency standards. By providing rubrics and encouraging students to evaluate each other’s work, they develop critical evaluation skills through collaboration.

Finally, summative assessments (assessments of learning) follow formative evaluations to determine whether students have achieved the intended level of mastery by the end of the course. Credit is awarded based on this assessment, ensuring that students are recognized for their mastery of the competencies required for success.