Competency-based assessment: a paradigm shift in education

Abstract

The objective of this article was to reflect on the need for a paradigm shift in competency-based assessment. It was based on a bibliographical research, which was carried out using inductive-deductive and analytical-synthetic methods, which allowed the authors to obtain the necessary information on competency-based assessment from different sources of information, reflect on the concepts and positions and arrive at the following conclusions: Competency-based assessment is consolidated as an educational approach that transforms the way of teaching, learning and assessing, focusing on the development of skills, abilities and attitudes for success in the 21st century. This approach promotes the comprehensive training of the student, considering him as a holistic being, and encourages his autonomy, responsibility and commitment to learning. Competency-based assessment requires a change of roles, where the teacher becomes a facilitator of learning and the student assumes an active role in his training process. Despite its benefits, the implementation of competency-based assessment presents challenges such as resistance to change, the need for teacher training, the definition of clear criteria and the design of authentic assessment instruments. Competency-based assessment contributes to a more relevant, pertinent and meaningful education, preparing students to face the challenges of life and the world of work.