Standardizing course assessment in competency-based higher education: an experience report
IntroductionCompetency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in developing assessments that adhere to CBE principles a...
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1579124/full |
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| author | Hector Vargas Emanuel Arredondo Ruben Heradio Luis de la Torre |
| author_facet | Hector Vargas Emanuel Arredondo Ruben Heradio Luis de la Torre |
| author_sort | Hector Vargas |
| collection | DOAJ |
| description | IntroductionCompetency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in developing assessments that adhere to CBE principles and are consistent across all university courses. To address this issue, the Competency Assessment and Monitoring (C-A&M) model was created. This study evaluates the effectiveness of C-A&M in standardizing course assessments within the CBE paradigm at the Pontifical Catholic University of Valparaíso (PUCV) in Chile.MethodsTwo observational studies were conducted. The first study utilized a within-group design and included 20 Engineering courses. The second study employed a between-groups design, examining the perceptions of 109 instructors from various faculties, including Law, Economic and Administrative Sciences, Philosophy, and Education, among others.ResultsThe within-group study emphasized the need for better course assessment and alignment of learning objectives with competencies. It found a positive correlation between C-A&M and the effective implementation of CBE in university courses. The between-groups study showed a minor effect size but suggested a similar relationship.DiscussionAssessment based on CBE principles is not being effectively implemented at PUCV. Key areas for improvement include the evaluation plan, aligning learning objectives with competencies, and coordinating training with these objectives. The application of C-A&M has led to significant improvements, indicating a positive correlation between its use and these enhancements. |
| format | Article |
| id | doaj-art-d74c139bdf33472692812e9fa21efab3 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Education |
| spelling | doaj-art-d74c139bdf33472692812e9fa21efab32025-08-20T03:31:02ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.15791241579124Standardizing course assessment in competency-based higher education: an experience reportHector Vargas0Emanuel Arredondo1Ruben Heradio2Luis de la Torre3Escuela de Ingeniería Eléctrica, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChilePrograma de Desarrollo Docente, Pontificia Universidad Católica de Valparaíso, Valparaíso, ChileETSI Informática, Universidad Nacional de Educación a Distancia, Madrid, SpainETSI Informática, Universidad Nacional de Educación a Distancia, Madrid, SpainIntroductionCompetency-Based Education (CBE) has become increasingly important in Chilean higher education since the 2006 reform, which aimed to improve educational quality. However, implementing CBE effectively poses challenges, particularly in developing assessments that adhere to CBE principles and are consistent across all university courses. To address this issue, the Competency Assessment and Monitoring (C-A&M) model was created. This study evaluates the effectiveness of C-A&M in standardizing course assessments within the CBE paradigm at the Pontifical Catholic University of Valparaíso (PUCV) in Chile.MethodsTwo observational studies were conducted. The first study utilized a within-group design and included 20 Engineering courses. The second study employed a between-groups design, examining the perceptions of 109 instructors from various faculties, including Law, Economic and Administrative Sciences, Philosophy, and Education, among others.ResultsThe within-group study emphasized the need for better course assessment and alignment of learning objectives with competencies. It found a positive correlation between C-A&M and the effective implementation of CBE in university courses. The between-groups study showed a minor effect size but suggested a similar relationship.DiscussionAssessment based on CBE principles is not being effectively implemented at PUCV. Key areas for improvement include the evaluation plan, aligning learning objectives with competencies, and coordinating training with these objectives. The application of C-A&M has led to significant improvements, indicating a positive correlation between its use and these enhancements.https://www.frontiersin.org/articles/10.3389/feduc.2025.1579124/fullcompetency-based course assessment standardization competency-based educationassessment modelcourse structuringsystematic evaluationhigher education |
| spellingShingle | Hector Vargas Emanuel Arredondo Ruben Heradio Luis de la Torre Standardizing course assessment in competency-based higher education: an experience report Frontiers in Education competency-based course assessment standardization competency-based education assessment model course structuring systematic evaluation higher education |
| title | Standardizing course assessment in competency-based higher education: an experience report |
| title_full | Standardizing course assessment in competency-based higher education: an experience report |
| title_fullStr | Standardizing course assessment in competency-based higher education: an experience report |
| title_full_unstemmed | Standardizing course assessment in competency-based higher education: an experience report |
| title_short | Standardizing course assessment in competency-based higher education: an experience report |
| title_sort | standardizing course assessment in competency based higher education an experience report |
| topic | competency-based course assessment standardization competency-based education assessment model course structuring systematic evaluation higher education |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1579124/full |
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