Competency Based Assessment (CBA)

Assessment -Types


•    Measuring quality of product, process, progress

•    Either comparing individuals (norm-­‐referenced) or comparing with a standard (criterion-­referenced)

Purposes of assessment

•    Diagnostic to identify students’ current knowledge of a subject, skills, and capabilities  

o    Not graded: helps with planning what and how to teach  

o     Examples include pre-­‐tests (content and abilities), self-­‐assessments (skills and competencies), discussion board responses (content-­‐specific prompts), and brief interviews

•    Formative for improvement & growth (both learning and teaching)

o    Often informal and not graded (e.g., debriefing, one-­‐minute paper); students are not

aware of it as assessment

o    Feedback on practice

o    Ongoing during learning process

o    Often not graded but may be; students are then aware of it (e.g., assessment of draft paper)

•    Summative to judge (both learning and teaching)

o    Usually formal, both student and facilitator of learning are aware of it (e.g., final exam)

o          For decision making