Relevant bibliographies by topics / Competency-based assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Competency-based assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Competency-based assessment"

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Derseh, Gebisa Ayana, Sherif Ali Ahmed, and Rufael Disasa Warabu. "Implementing Competency-Based Language Teaching Assessment and Achievement of Competency in Speaking Skills at Grade Four." Acta Educationis Generalis 14, no. 2 (2024): 65–84. http://dx.doi.org/10.2478/atd-2024-0012.

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Abstract Introduction: The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills. Methods: The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods. Results: The result showed that there was limited implementation
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Nzoka, Francis Katumo. "Reforming Education in Kenya for Global Competitiveness: A Case of Competency Based Curriculum." European Journal of Contemporary Education and E-Learning 2, no. 3 (2024): 141–50. https://doi.org/10.59324/ejceel.2024.2(3).12.

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Education reform demands increased as Kenya entered the twenty-first century. Developing critical thinking, creativity, and practical skills is the main goal of the government's learner-centred Competency Based Curriculum (CBC), which was unveiled in 2017. The goal of the CBC is to develop well-rounded people who can thrive in a world that is changing quickly by placing an emphasis on competency above content. In Kenya, the 8-4-4 system of education has been replaced with the Competency Based Curriculum under the 2-6-3-3 system of education. This signifies the end of a period in which the sect
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Da Silva Araujo, Roberto, Cristina Alba Wildt Torrezzan, Patricia Alejandra Behar, et al. "Competency-based assessment instrument editor." Concilium 24, no. 16 (2024): 249–67. http://dx.doi.org/10.53660/clm-3922-24q39.

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The purpose of this article is to present the construction of an editor for competency-based assessment tools. This editor should provide teachers with access to qualitative information on the process of building students' competences and recommend pedagogical strategies so that teachers can support each student's path, according to their demands. The methodology used was the Construmed, which involved five stages: preparation, planning, implementation, evaluation, and distribution. As a result, in addition to the system for registering questionnaires, teachers were provided with qualitative i
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Ndimbo, William H. "Teachers’ and Pupils’ Understanding of Competency-Based Assessment for Tanzania Primary School Pupils’ Learning in Mpwapwa District." Asian Journal of Education and Social Studies 50, no. 8 (2024): 477–90. http://dx.doi.org/10.9734/ajess/2024/v50i81545.

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This study explored primary school teachers’ and pupils’ views on competency-based assessment. The study focused on teachers’ understanding of the conceptual meaning of competency-based assessment, views on competency-based assessment methods for pupils’ effective learning, and pupils’ opinions on pertinent competency-based assessment methods for effective learning. The study employed a qualitative approach, and it was conducted in Mpwapwa District. 40 participants; 10 classroom teachers, 5 Head teachers and 25 Standard IV pupils were involved in the study. Interviews and focus group discussio
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Gunjal, Prof S. P., Vedant Kharatmal, Jay Rane, Ritesh Deo, and Aditi Mahamuni. "Competency Assessment." International Journal for Research in Applied Science and Engineering Technology 11, no. 11 (2023): 358–61. http://dx.doi.org/10.22214/ijraset.2023.56515.

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Abstract: In an era of diverse educational and career opportunities, the process of guiding students toward well-informed decisions is increasingly complex. Competency assessment projects, driven by computer-based assessments and machine learning algorithms, have emerged as a promising solution. This research paper explores the intricate synergy of technology and education in competency assessment. It delves into the design of comprehensive assessments that transcend conventional knowledge-based tests, focusing on students' problem-solving skills, critical thinking abilities, and personal inte
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Harhai, Marilyn, and Janice Krueger. "Developing Competency-Based Assessment for Library Professionals." Pennsylvania Libraries: Research & Practice 3, no. 1 (2015): 14–28. http://dx.doi.org/10.5195/palrap.2015.81.

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The assessment process for student learning is often influenced and guided by well-defined standards and competencies dictated by various accrediting bodies that oversee graduate professional programs culminating in the master’s degree. When applied in an accredited library and information science (LIS) program, traditional assessment techniques, such as portfolios, grades, and authentic assessments consistently affirmed student high performance, leaving little room to demonstrate student learning and program improvement. Consequently, the program redefined its assessment plan through the deve
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D. Quesea, Marietoni, and Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy." International Multidisciplinary Research Journal 2, no. 3 (2020): 209–18. http://dx.doi.org/10.54476/iimrj352.

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The study focused to determine the competency-based learning assessment and the scientific literacy knowledge skills of the Grade 9 students of Silangang Malicboy National High School. There were 187 Grade 9 students in the said school. Three sections out of five sections of Grade 9 were tapped as respondents of the study. Each group consisted of 40 students. The first group was exposed to the proficiency-based while the second group used mastery-based and the third group the outcome-based. The researcher made lesson plan wherein the different competencybased learning assessments were attached
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Young, John Q., Eric S. Holmboe, and Jason R. Frank. "Competency-Based Assessment in Psychiatric Education." Psychiatric Clinics of North America 44, no. 2 (2021): 217–35. http://dx.doi.org/10.1016/j.psc.2020.12.005.

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Farris, Karen B., Ada Demb, Kristin Kari Janke, Katherine Kelley, and Steven A. Scott. "Assessment to Transform Competency-based Curricula." American Journal of Pharmaceutical Education 73, no. 8 (2009): 158. http://dx.doi.org/10.5688/aj7308158.

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Russanti, Irma, Lutfiyah Nurlaela, Ismet Basuki, and Munoto. "Competency Based Assessment in Fashion Design." IOP Conference Series: Materials Science and Engineering 336 (April 2018): 012044. http://dx.doi.org/10.1088/1757-899x/336/1/012044.

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Dissertations / Theses on the topic "Competency-based assessment"

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Mhlongo, Nanikie Charity, and n/a. "Competency-Based assessment in Australia - does it work?" University of Canberra. Education and Community Studies, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.094237.

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South Africa since the liberation in 1994 has faced a lot of changes. The changes include being a member of the international community. As part of the international community, South Africa is finding itself largely faced by the challenges associated with this position. Looking at other countries South Africa is realizing that the world is looking at better ways of educating their people and organizing their education and training systems so that they might gain the edge in an increasingly competitive economic global environment. Success and survival in such a world demands that South Africa h
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Curwood, Maurice Robert. "Competency-based training and assessment in the workplace /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001072.

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Brooks, Billy, Brian Martin, Paula Masters, and Robert Pack. "Tennessee Public Health Workforce Needs Assessment: A Competency-Based Approach." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3188.

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Maintaining the health of Tennesseans depends heavily on a well-trained, efficient public health workforce that can work effectively in a complex environment. In order to assess the training needs of this group, the Tennessee Public Health Training Center-LIFEPATH administered a survey to all governmental public health employees in Tennessee during the summer of 2012. This instrument was modeled after previous assessments conducted by health agencies outside of Tennessee which utilized as their rubric the Core Competencies for Public Health Professionals developed by the Council on Linkages be
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Dursun, Michelle J. "A Study of Photography Students' Assessment Experiences in a Final VET Capstone Unit." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/417689.

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Assessment in Vocational Education and Training (VET) is complex and contentious. Assessment policies and practices in VET have been the subject of much debate over the last twenty years. A number of registered training organisations supplemented the traditional competency-based assessment model with graded assessment in the early 2000s, only to reverse their assessment policy in recent years. Debate about assessment practices within VET is often focussed on the technical or policy implications, rather than the lived experiences of students. Research about assessment in Arts courses within th
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McAllister, Sue Margery. "Competency based assessment of speech pathology students' performance in the workplace." University of Sydney, 2005. http://hdl.handle.net/2123/1130.

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Doctor of Philosophy (PhD)<br>Ensuring that speech pathology students are sufficiently competent to practise their profession is of critical importance to the speech pathology profession, students, their future employers, and clients/patients. This thesis describes the development and validation of a competency based assessment of speech pathology students’ performance in the workplace and their readiness to enter the profession. Development involved an extensive literature review regarding the nature of competency and its relationship to professional practice, the purpose and nature of assess
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McAllister, Sue. "Competency based assessment of speech pathology students' performance in the workplace." Connect to full text, 2005. http://hdl.handle.net/2123/1130.

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Thesis (Ph. D.)--University of Sydney, 2006.<br>Title from title screen (viewed May 1, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Communication Sciences and Disorders. Includes bibliographical references. Also issued in print.
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Mahoney, Glenna. "Competency Assessment in Sexual Assault Nursing Practice| An Evidence-Based Approach." Thesis, Carlow University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595809.

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<p> The purpose of this project was to develop and test a pilot competency assessment tool for sexual assault nurses. The content for the competency assessment was based on available evidence, primarily targeting current standards of sexual assault nurse examiner (SANE) practice. Descriptive statistics from a regional crime lab allowed the researcher to identify areas for improvement in the evidence-collection technique. This information was then used to develop the content of the competency assessment. A team of experts helped inform the development of an online competency assessment using a
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Mothapo, Mocheko Edward. "Factors contributing to the implementation of Outcomes Based Assessment in Mankweng Circuit Primary Schools, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/536.

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Slamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2009<br>ENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment
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Ng, Wai-yan Vivian. "Impact of competency based assessment on teaching and learning of business subjects." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36255853.

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Books on the topic "Competency-based assessment"

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1951-, Maree Kobus, and Fraser W. J. 1949-, eds. Outcomes-based assessment. Heinemann, 2004.

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L, Reeve Alison, Kane Michael B, and Pelavin Research Institute, eds. Principles and practices of performance assessment. L. Erlbaum Associates, 1998.

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Michael, Hibbard K., Pomperaug Regional School District 15 (Middlebury and Southbury, Conn.), and Association for Supervision and Curriculum Development., eds. A teacher's guide to performance-based learning and assessment. Association for Supervision and Curriculum Development, 1996.

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M, Jones Jeffrey. The outcome-based education movement: American educators' culture of assessment innovation. J.M. Jones, 1995.

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Lenore, Webb, Matheson Nancy 1963-, Educational Resources Information Center (U.S.), and United States. Division of Adult Education and Literacy, eds. A review of statewide learner competency and assessment systems. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Boykoff, Baron Joan, Wolf Dennie, and National Society for the Study of Education., eds. Performance-based student assessment: Challenges and possibilities. NSSE, 1996.

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R, Zide Marilyn, ed. Psychopathology: A competency-based assessment model for social workers. 3rd ed. Brooks/Cole, Cengage Learning, 2013.

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R, Zide Marilyn, ed. Psychopathology: A competency-based assessment model for social workers. 2nd ed. Thomson/Brooks/Cole, 2008.

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1913-, Gray Susan Walton, ed. Psychopathology: A competency-based assessment model for social workers. Brooks/Cole, 2001.

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Ryan, Concetta Doti. Authentic assessment. Teacher Created Materials, 1994.

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Book chapters on the topic "Competency-based assessment"

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Lafferty, Kate, and Melissa Barnes. "Inclusive assessment." In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-4.

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Lafferty, Kate, and Melissa Barnes. "What is assessment?" In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-1.

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Lafferty, Kate, and Melissa Barnes. "Designing assessment tasks." In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-3.

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Lafferty, Kate, and Melissa Barnes. "Co-constructed assessment." In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-6.

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Lafferty, Kate, and Melissa Barnes. "Making sense of assessment data and evidence." In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-5.

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Lafferty, Kate, and Melissa Barnes. "Learning and assessment design." In Competency-based Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781032657219-2.

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Sanghi, Seema. "Competency-Based HRM." In Competency Mapping and Assessment. Routledge India, 2024. http://dx.doi.org/10.4324/9781003498360-3.

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Sanghi, Seema. "Competency-Based Interviewing." In Competency Mapping and Assessment. Routledge India, 2024. http://dx.doi.org/10.4324/9781003498360-18.

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Arkanath, Mohan. "Assessment of Renal Function." In Competency-Based Critical Care. Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-937-8_1.

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Krishnamurthy, Radhika, and Jed A. Yalof. "The assessment competency." In Competency-based education for professional psychology. American Psychological Association, 2010. http://dx.doi.org/10.1037/12068-005.

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Conference papers on the topic "Competency-based assessment"

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Wong, Nicholas Heng Loong. "Assessment Mapping Strategies for Competency-Based Computing Education." In TENCON 2024 - 2024 IEEE Region 10 Conference (TENCON). IEEE, 2024. https://doi.org/10.1109/tencon61640.2024.10902854.

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Romero Robles, Laura Eugenia, Kevin Luna Villarreal, Ricardo Swain Oropeza, Flor Alejandra Vargas Oviedo, and Luis H. González-Guerra. "Integral Evaluation For Engineering Graduates: Comparison Of Competency-based Assessment Tools." In 2024 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2024. https://doi.org/10.1109/weef-gedc63419.2024.10854950.

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Tian, Xianhui, Kun Liu, Dongxiao Qiao, Yubin Xu, Xuhui Wang, and Qinfang Jin. "Research on flight operation risk probability assessment based on pilot competency." In International Conference on Computer Application and Information Security (ICCAIS 2024), edited by Sadiq Ali Safaa, Pandey Hari Mohan, and Boussaid Farid. SPIE, 2025. https://doi.org/10.1117/12.3061816.

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Vargas-Oviedo, Flor A., Marcos D. Moya-Bencomo, A. Israel Botello-Arredondo, Claudia F. Romero-Flores, and Agustin E. Carvajal-Rivera. "Developing an Integral Assessment Methodology for a Competency-Based Undergraduate Biomechanics Course." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016477.

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Lee, Dongyub, Daejung Kim, Martin Loeser, and Kyoungwon Seo. "How Large Language Models are Transforming Teachers' Assessment of Student Competency: A Case Study on LLM-Based Report Writing." In 2025 International Conference on Electronics, Information, and Communication (ICEIC). IEEE, 2025. https://doi.org/10.1109/iceic64972.2025.10879736.

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Bulan, Marlon. "ADVANCING COMPETENCY ASSESSMENT." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2024. http://dx.doi.org/10.5821/mt.13180.

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The intricate landscape of assessing seafarers' competencies demands a comprehensive approach that ensures they possess the necessary skills to handle safety-critical duties, given the immense responsibility—people's lives, marine ecosystems, and properties valued in millions—entrusted to them. While Competency-Based Assessment offers consistent and objective evaluations through computer-based assessment, it faces limitations in assessing higher cognitive skills and meeting the Standards of Training, Certification, and Watchkeeping (STCW) criteria. This research explores the potential of integ
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Idrizi, Ermira, Andrea Kulakov, Sonja Filiposka, and Vladimir Trajkovik. "Web-based assessment tool for Teachers Digital Competency." In International conference on Applied Internet and Information Technologies. Prof. Sasho Korunovski, PhD, Rector “St Kliment Ohridski” University - Bitola Republic of Macedonia, 2018. http://dx.doi.org/10.20544/aiit2018.p07.

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Alexandra, Toader. "COMPETENCY-BASED ASSESSMENT OF IT PROFESSIONALS AS A SOFTWARE ORGANIZATION TOOL." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-181.

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Measuring the performance of the IT professionals is one of the most important factors in determining the success of a software organization. As a fact, several studies have been conducted in order to identify the best available solutions related to the assessment of competence in IT domain. The level of IT professionals' performance is still a debated subject despite the expansion of IT Romanian organizations and the factors that influenced its development. Extensive research has been carried out focusing on learning aspects that includes the competency-based assessment. In achieving learning
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Zhang, Zhaojun, Xiao Qin, and Xiaoqing Li. "Competency Assessment Study Based on IPCA-Fuzzy Comprehensive Evaluation." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578053.

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Lajis, Adidah, Haidawati Md Nasir, and Normaziah A. Aziz. "Proposed Assessment Framework Based on Bloom Taxonomy Cognitive Competency." In ICSCA 2018: 2018 7th International Conference on Software and Computer Applications. ACM, 2018. http://dx.doi.org/10.1145/3185089.3185149.

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Reports on the topic "Competency-based assessment"

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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate
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Largoza, Gerardo, and Clarence Gabriel Fernandez. Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.13.

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In the decade from 2012 to 2021, Philippine higher education experienced three major reforms: the adoption of an outcomes-based typology for programs and institutions, the establishment of the Philippine Qualifications Framework to set competency standards, pathways, and equivalencies, and the implementation of K to 12 legislation, which added two years to the country’s basic education cycle. Have these reforms resulted in improvements to the minimum standards embodied in the Policies, Standards, and Guidelines (PSGs) of the Commission on Higher Education (CHED) formulated by independent Techn
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