Competence Based Assessment (CBA)

Prepared by Mwinjuma J S

Prepared by Mwinjuma J S

Preamble
Our discussion will focus around three major issues The concept of CBA (The WHAT is CBA?) The reason for evaluation learning using CBA (The WHY the CBA?) Procedure for doing CBA ( The HOW of CBA?)

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Conceptualization

Competence can explained in terms of hard and soft point of views: Hard definition: Competence is the ability to perform activities within an occupation or function to the standards expected in employment. Soft definition: Competence is the possession and development of sufficient skills, knowledge and appropriate attitudes and experience for successful performance of life roles.
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Cont.

In your opinion What point of view is best for our purpose? Why do you think are the reasons for choosing hard or soft definition? How applicable is the definition in school context? What challenges do you face as competencybased teaching and learning takes place?

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Concept of assessment:

Assessment means verification. Verification of a work while in progress or prior to completion may be called assessment. In education programme assessment stands for verification of competency of the learners. Sometimes assessment may stand for comparison. Comparison means comparing the extent to which one performs an activity (no pass/fail) Comparison also be between the advanced learners and the less advanced learners. (not suitable in CBA)

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Conception

Competence-based assessment is a form of assessment that is derived from a specification of a set of outcomes. It clearly states both the outcomes-general and specific-that assessors, students and interested third parties can all make reasonably objective judgments with respect to student achievement or nonachievement of these outcomes. It certifies student progress on the basis of demonstrated achievement of these outcomes. Assessments are not tied to time served in formal educational settings.
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Cont

The three components of CBA which are especially important and that the explanation above encapsulates are: The emphasis on outcomes; specifically, multiple outcomes, each distinctive and separately considered. The belief that these outcomes can and should be specified to the point where they are clear and "transparent assessors, assessees, and "third parties" should be able to understand what is being assessed and what should be achieved. The decoupling (separating) of assessment from particular learning programmes/courses/subjects.
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Cont

In real meaning, CBA is vocational in the broadest sense and is bound up with the idea of "real-life" performance. What students learn should relate to their real-life. It is argued that "assessments carried out by bodies (such as NECTA), do not adequately test or record the competences required in real life. That is "assessment methods tend to be biased towards the testing either of knowledge or of skill rather than of competence,"

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Cont.

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Cont

With CBA (also called learner-centered assessment), goals are set, evidence of mastery is collected and compared to objectives and an opinion is formulated. The assessments are individual and not compared among other students. CBA can be given as performance-based assessments- a demonstration of knowledge. CBA are a nice blend of standards-based and performance-based assessments.
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Linkage

What a teacher has to assess in CBA should be related to the Instructional Objectives (IOs). IOs are specific and measurable statements that describe what the learner will be able to do after successful completion of a lesson/course.

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Writing Instructional Objectives

Here are TWO specific rules to determine clear IOs.

Rule number 1. Well written objective;

Communicates the instructional intent well Leaves little room for interpretation

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Cont.

Rule # 2. A well written objective; Includes three characteristics

Performance (competency) states what the learner is expected to Do Conditions describes the conditions under which a student is able to Do or perform the task. Criterion clarifies how well the learner must Do or perform the task in order to be acceptable

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Cont.
Instructional Objectives

Competency

Conditions

Criteria

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Characteristics of IOs

Before developing an education material it is important to determine what competency a leaner will acquire from it. The materials or lessons are developed on the basis of existing competency. As such in all materials or lessons there are specific competency. It is possible to identify the knowledge, attitude and skills (KSA) through analyzing these lessons. Competency has its own characteristics. In a word it can be termed as SMART.
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SMART means:

S- Specific: It should be clear in a lesson what (KSA) learners

would acquire from it. For example; learners will learn about the bad effects of using pesticides. M- Measurable: All (KSA) should be measurable. For example; learners will know three clauses of womens legal-right. A- Achievable: All competency (KSA) should be achievable. For example learners will be able to name ten materials needed for the construction of a bridge. If it was intended that learners would be able to construct a bridge - that may not be achieved.

R- Realistic: All competency (KSA) should be realistic. For

example; learners will be able to tell 10 advantages of speaking the truth. But it would not be achievable if the expected skills were set that learners will not tell lie in their lifetime. T- Time bound: There should be a specific time limit for the competency to be achieved.
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Domains
Knowledge = Cognitive Skills = Psychomotor Attitude = Affective

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Cognitive Domain: Useful action verbs

Category
Knowledge Comprehension

Verb

Example of question
Name/list the types of crimes,laws, acts,evidence

Name, list, match, define, Label Explain, describe, locate, compare/contrast, rate Review, Explain the basis of a juridical ruling OR contrast the defenses in cases X and Y Demonstrate solve, operate, use Determine when and how to use order of certiorari Categorize, distinguish,select, compare contrast

Application

/mandamus

Analysis Synthesis Evaluation

Review or Compare witness accounts A & B

Compose, hypothesize, formulate plan Plan a defense strategy for a client Evaluate, Decide, judge Which ruling is correct and which one is in error? Who is guilty and why
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Psychomotor domain: Action verbs

Reflex movement: Respond, imitate, mimic Basic fundamental movements, manipulative Perceptual abilities: Kinesthetic, visual, auditory, tactile, co-ordination. . Physical abilities: Endurance, strength, flexibility, agility, Skilled movements: simple, compound, complex adaptive skills e.g. use of apparatus, calibration, dissection, exhibits Non-discursive communication/movement : arrange, create, originate, design

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Affective domain: Action verbs

Receive: awareness, attention Responding: show new behaviour, e.g. answer questions, rewrite, pose Valuing: show involvement or commitment to an issue, fact, skill Organization: Integrate into ones values, give ranking among general priorities Characterization by value: act consistently by the new value e.g: to develop, select, arrange a defense/prosecution strategy,

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What does competency assessment do for learners?

Self driven process learning occurs at the learners own pace and in the classroom. Existing knowledge and prior learning are recognized. Competence is shown by being able to demonstrate skills. Fairer and more objective assessment. Builds knowledge and skills that are directly useful to the learners in their life and for future roles.
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Cont.

This (CBA) is different to other approaches where there is no requirement to demonstrate knowledge and skills. Like approaches where people just answer questions as a test of their knowledge and skills. The problem with testing is that it doesnt guarantee that a person will be able to do something it just verifies that they know something.
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Features of CBA

Competency-based assessment is different from other forms of assessment that may have been used in the past. The major differences are: CBA is criterion based a learner is assessed not in competition with others but against standard criteria or benchmarks. CBA is evidence based - decisions about whether a learner is competent are based on the evidence they provide to the assessor. CBA is participatory a learner is involved in the process of assessment and has the scope to negotiate with the assessor the form that assessment activities take.

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Cont
Regardless of the method used there are four key features of competency-based assessment that are dominant. These are: Validity Reliability fairness and flexibility.

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Validity
In a competency-based system refers to assessments that cover a range of skills and knowledge and integrate them with their practical application. Judgments to determine competency should be based on evidence gathered on a number of occasions and in a variety of contexts.

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Reliability
This means that assessment practices should be regularly monitored and reviewed to ensure that there is consistency in the interpretation of evidence. It should also be noted that if competency is being assessed for the purposes of issuing qualifications then assessors must be:

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Reliability cont.

Competent in terms of competency articulated for assessment; Have been deemed competent in the standards being assessed. Must have a detailed understanding of the standards and their use as benchmarks within the context and culture of the society. For instance if the main activity of the society is fishing, a teacher has to be aware of fishing an activity.
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Fairness

Fairness relates to practices and methods that are equitable to all groups being assessed. (observation; practical demonstration and questioning; written tests and essays projects; and Simulations and role plays and so on) Provisions must be made for assessees to challenge assessments if they are unsatisfied with the process or the outcomes.

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Flexibility

Flexibility in assessment refers to processes that provide for the recognition of competencies regardless of where they have been acquired. For example, competencies can be achieved: through formal or informal learning; through general life experiences; or through any combination of the above.

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Purpose of CBA

Competency-based assessment can be used for a variety of purposes including: diagnostic assessment (help to identify educational/learning needs); formative assessment (provide feedback on how the person is progressing toward the achievement of competency); summative assessment (the assessment of performance to determine competency); and recognition of prior learning/current competency (to determine whether someone has achieved competency through informal or formal learning and experiences).
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Question on CBA

i. ii.

iii.

As teachers we need to ask some questions that are worth considering when discussing competency-based assessment: Is CBA relevant in our schools given predetermined curriculum and syllabus? Is it realistic in a pass/fail kind of selection for advancing to a subsequent level? Is applicable in our overcrowded classroom?

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Traditional vs. CBA

Academic model: subject boundaries Norm referenced recorded grades Pass/Fail Assessment at one time and place. Secret assessment

Competency model: specified outcomes criterion referenced No failure/no grades assessment any time independent of place open assessment

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Juxtaposition continued...

Weaknesses are compensated by strengths. Training is often theoretical/classroo m-based. Emphasis on knowledge recall

No compensation, all outcomes must be met.

Training is workbased and real life related. Emphasis on observable performance.

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Assessment vs. Examination

Therefore CBA is not a set of examinations. The object of assessment is to identify the weak learner and to take special measures for him. In this system the weakness of the learner in different subjects are identified and measures are taken. Through examination, memorized knowledge and educational skill of the learners can be measured on the other hand through assessment quality or capacity of the learners can be measured.

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Cont.
Examination is fearful to the learners but CBA may be pleasant. In examination there is an opportunity to adopt unfair means but since CBA is participatory and exercise based, there is no such opportunity.

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Cont
In examination there is few opportunity to apply different methods but in assessment different methods can be applied. Examination is a long term and expanded process designed for evaluating the student's achievement over their curriculum. Whereas, assessment is a process to attain a particular goal within a short period. It is related to a particular portion of the curriculum.

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