Competency Based Assessment (CBA)
Assessment -Types
Assessment
• 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