Teachers' Use of Competency-based Assessment in Personalised Learning Practices: An Exploratory Study
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| Title: | Teachers' Use of Competency-based Assessment in Personalised Learning Practices: An Exploratory Study |
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| Authors: | Alexandra Villablanca Retamal, María José Rochera Villach, César Coll Salvador |
| Source: | Educatio Siglo XXI, Vol 43, Iss 3 (2025) |
| Publisher Information: | Universidad de Murcia, 2025. |
| Publication Year: | 2025 |
| Collection: | LCC:Education (General) LCC:Theory and practice of education |
| Subject Terms: | competencies, competency-based assessment, personalised learning practices, competency dimension, temporal dimension, Education (General), L7-991, Theory and practice of education, LB5-3640 |
| Description: | The impact of competencies within the framework of the new learning ecology has generated a qualitative leap in the quality of educational practices. Currently, we have appropriated different personalised pedagogical approaches and innovative methodologies that promote the acquisition and use of competencies, but how do we assess them? Their assessment is not sufficiently clear since there is no consensus on what competencies, competency-based learning, competency-based assessment, among others, mean, which in practice presents difficulties and concerns for teachers. This qualitative exploratory study has two objectives: i) to propose a model to analyse competency-based assessment in personalised learning practices and (ii) to illustrate its application to two practices in secondary education. The results show differences in the complexity of competency-based assessment practices, in the degree of relevance of the proposed assessment contexts, and in learners' participation in the feedback process. It is concluded that the model is a potentially helpful tool to understand and optimise competency-based assessment in personalised learning practices. Recommendations are formulated so that teachers can promote effective assessment practices from a competency perspective. |
| Document Type: | article |
| File Description: | electronic resource |
| Language: | English Spanish; Castilian |
| ISSN: | 1699-2105 1989-466X |
| Relation: | https://revistas.um.es/educatio/article/view/630951; https://doaj.org/toc/1699-2105; https://doaj.org/toc/1989-466X |
| DOI: | 10.6018/educatio.630951 |
| Access URL: | https://doaj.org/article/d83cbb2e17c8430faa9d854018db74b8 |
| Accession Number: | edsdoj.83cbb2e17c8430faa9d854018db74b8 |
| Database: | Directory of Open Access Journals |
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Nájsť tento článok vo Web of Science | Abstract: | The impact of competencies within the framework of the new learning ecology has generated a qualitative leap in the quality of educational practices. Currently, we have appropriated different personalised pedagogical approaches and innovative methodologies that promote the acquisition and use of competencies, but how do we assess them? Their assessment is not sufficiently clear since there is no consensus on what competencies, competency-based learning, competency-based assessment, among others, mean, which in practice presents difficulties and concerns for teachers. This qualitative exploratory study has two objectives: i) to propose a model to analyse competency-based assessment in personalised learning practices and (ii) to illustrate its application to two practices in secondary education. The results show differences in the complexity of competency-based assessment practices, in the degree of relevance of the proposed assessment contexts, and in learners' participation in the feedback process. It is concluded that the model is a potentially helpful tool to understand and optimise competency-based assessment in personalised learning practices. Recommendations are formulated so that teachers can promote effective assessment practices from a competency perspective. |
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| ISSN: | 16992105 1989466X |
| DOI: | 10.6018/educatio.630951 |