BEYOND GRADES: RETHINKING ASSESSMENT THROUGH COMPETENCY-BASED PRACTICES IN EDUCATION

Abstract

Summative grading is traditionally the system of assessment predominantly used in educational institutions worldwide. It typically tests learners’ cognitive, creative, critical, and analytical abilities. However, such examinations often end with the mere demonstration of content knowledge, while competency is lacking. Often, attention is placed on studying for and writing examinations in order to obtain good grade. This creates a significant gap between what learners can reproduce in an exam setting and what they can really do in real-life contexts. This gap highlights the need for competency-based practices and assessments in the education system. Some scholars have discussed competency-based assessment (CBA) as an assessment approach that promotes learning and mastery. It is where learning experience, knowledge and skills are integrated in measuring a learner’s learning ability. This article provides a conceptual analysis of CBA in education, drawing from relevant learning theories and global perspectives to explore its significance in educational practice. It focuses on how CBA promotes active learning by integrating theoretical knowledge with practical skills for application in real-life contexts. Research on global practices showed that many education systems across the world are integrating competency-based practices to enhance learning. The article suggests that CBA practices offer a practical framework for assessing learning within the education system, although it is not without challenges, mainly in measurement and quality of teaching. Despite these challenges, CBA has positive aspects that enhance learning and strengthen the education system. This article recommended, among other things, the combination of summative grading and CBA for effective assessment