Teachers' Use of Competency-based Assessment in Personalised Learning Practices: An Exploratory Study

Alexandra Villablanca Retamal; María José Rochera Villach; César Coll Salvador

doi:10.6018/educatio.630951

Authors

Alexandra Villablanca Universidad de Barcelona, España https://orcid.org/0000-0003-2790-9022
María José Rochera Universidad de Barcelona, España https://orcid.org/0000-0003-1498-6416
César Coll Universidad de Barcelona, España https://orcid.org/0000-0001-7669-6268

DOI: https://doi.org/10.6018/educatio.630951

Keywords: competencies, competency-based assessment, personalised learning practices, competency dimension, temporal dimension

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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Author Biographies

Alexandra Villablanca, Universidad de Barcelona, España

Ms Alexandra Villablanca is a Collaborating Professor of Educational Psychology and Instruction at the Universitat Oberta de Catalunya. Currently, she is a PhD student of the Interuniversity Doctorate Program in Educational Psychology (DIPE) at the University of Barcelona. She has participated in studies that focus on competency-based assessement in personalized learning practices from a constructivist and sociocultural perspective. Her research interests focus on improving teaching and learning processes, competency-based learning and assessment, personalized learning strategies.

María José Rochera, Universidad de Barcelona, España

Dr María José Rochera is a Professor of the Department of Cognition, Development and Educational Psychology at the University of Barcelona. He has participated in research and work on interaction processes in educational situations, the impact of ICT in education, the evaluation of learning, and the design and development of the curriculum. His current interests are oriented towards the study of evaluation and formative feedback, and the processes of attribution of meaning and personalization strategies for school learning.

César Coll, Universidad de Barcelona, España

Dr César Coll is a Professor of Developmental and Educational Psychology at the University of Barcelona. He has promoted and directed research and work on the applications and pedagogical implications of genetic theory, psychopedagogical guidance and intervention, the design and development of the school curriculum, the analysis of interaction processes in educational situations and the evaluation of school learning. He has actively participated in various projects and processes of educational reform and innovation in Spain and other Latin American countries, especially with regard to curricular and psycho-pedagogical aspects. His current interests focus on the analysis of educational practices, educational discourse, the impact of ICT in education, the articulation of formal and informal learning scenarios and the personalization of school learning.

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