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Journal articles on the topic 'Competency-based assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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11

Priyadarshini, R. Rani Geetha, and Deepa Dave. "Competency-based Training Needs Assessment Model." Management and Labour Studies 37, no. 3 (2012): 195–207. http://dx.doi.org/10.1177/0258042x13484834.

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Sidhu, Gaganpreet, Seshasai Srinivasan, and Nasim Muhammad. "Challenge-based and Competency-based Assessments in an Undergraduate Programming Course." International Journal of Emerging Technologies in Learning (iJET) 16, no. 13 (2021): 17. http://dx.doi.org/10.3991/ijet.v16i13.23147.

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In this work, we investigate an optimal assessment strategy to measure student learning in the first-year undergraduate engineering course at X-Department at X University. Specifically, we evaluate and compare challenge-based and competency-based assessment strategies. In the challenge-based approach, the students are required to design a C++-based application that meet the required design objectives. The competency-based assessment involves assessing learning by asking a variety of pointed questions pertaining to a single or a small group of concepts. After studying the performance of 207 stu

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Lai, Rina P. Y. "Beyond Programming: A Computer-Based Assessment of Computational Thinking Competency." ACM Transactions on Computing Education 22, no. 2 (2022): 1–27. http://dx.doi.org/10.1145/3486598.

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Computational Thinking (CT ), entailing both domain-general and domain-specific skills, is a competency fundamental to computing education and beyond. However, as a cross-domain competency, appropriate assessment design and method remain equivocal. Indeed, the majority of the existing assessments have a predominant focus on measuring programming proficiency and neglecting other contexts in which CT can also be manifested. To broaden the promotion and practice of CT, it is necessary to integrate diverse problem types and item formats using a competency-based assessment method to measure CT. Tak

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Kim, So-Yeon. "The Effect of Competency-Based Performance Assessment on Musical Emotion⋅Communication Competency: A Case Study on the 1st Grade of Middle School Girls." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (2022): 465–87. http://dx.doi.org/10.22251/jlcci.2022.22.24.465.

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Objectives The purposes of this study were to find out the effect of the competency-based performance assessment on musical emotion and communication competencies. Methods 89 middle school girls in Seoul were classified into a competency-based performance assessment group and a skill-based performance assessment group. They performed each performance assessment for 3 months. And then independent t-test and pre-post t-test were conducted to measure the improvement level of the musical emotion⋅communication competency. Finally, correlation analysis and simple regression analysis were condu

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Macheso, Isaac Situma, Robert O. Kati, and Robert W. Wafula. "Implementation of Competency Based Assessment in Kenya: Extent of Utilization of Competency Based Assessment Tools and Types." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 3124–34. http://dx.doi.org/10.47772/ijriss.2024.806236.

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Competency Based Curriculum (CBC), a curriculum which calls for a paradigm shift in assessment of learners using Competency Based Assessment (CBA) was introduced in Kenya in 2017. The need for a paradigm shift in assessment from 8.4.4 Content Based Curriculum to 2.6.3.3.3 CBC necessitated the need for this study to determine factors influencing implementation of CBA in Kenya by looking at the extent of utilization of CBA tools and types. The objective was to investigate the extent of utilization of CBA tools and types in Grade 6 in selected schools in Kenya. The study was conducted in Trans-Nz

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Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was co

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Ng, Chee Hoe, and Mazlini Adnan. "THE NEEDS OF COMPETENCY ASSESSMENT IN STEM EDUCATION: A SYSTEMATIC LITERATURE REVIEW." International Journal of Modern Education 6, no. 23 (2024): 455–69. https://doi.org/10.35631/ijmoe.623031.

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STEM (Science, Technology, Engineering, and Mathematics) education has become a major educational program in most developing countries to provide talented workforces for economic development. In developing future workforces, the need for competency assessments in STEM education has become a major concern, and the way of implementing the assessment has also been discussed for over a decade. Competency assessment in STEM education is essential to ensuring students possess the knowledge, STEM skills, and attitudes in the STEM field. In this paper, a systematic literature review used the PRISMA fr

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Gijare, Vaibhav V., and Hemant P. Kasturiwale. "Assessment System or Method for Developing Attitude Competency and Mindset of learners." Journal of Engineering Education Transformations 36, S1 (2022): 148–53. http://dx.doi.org/10.16920/jeet/2022/v36is1/22186.

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The process of identifying, collecting and interpreting information about students' learning is known as Assessment. To evaluate, measure, and document the students’ learning various methods and tools of Assessment can be used. It basically improves learning and also directs the ongoing teaching and learning process. Assessment system can help to develop attitude competency and mindset of the students. This paper discusses on the design and assessment system or method for developing attitude competency and mindset of learners discusses attitude competency, various competencies, competency base

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Li, Fan, Xuezhi Xu, Jiayuan Li, Huiyun Hu, Mingda Zhao, and Hong Sun. "Wind Shear Operation-Based Competency Assessment Model for Civil Aviation Pilots." Aerospace 11, no. 5 (2024): 363. http://dx.doi.org/10.3390/aerospace11050363.

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Undesirable meteorological conditions are typical aviation flight safety threats. Although most meteorological radar and flight augmentation computers have avionic system wind shear alarms, the preferred approach is that pilots avoid unsafe wind shear events. Therefore, effective pilot competency evaluations are needed to assess pilots’ abilities to deal with these events. This study developed a wind shear operation competency model that includes observable behavior indicators, sub-task decomposition, and competency check items. An adapted competency model and a quantitative data-driven compet

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Sun, Hong, Fangquan Yang, Peiwen Zhang, and Qingqing Hu. "Behavioral Indicator-Based Initial Flight Training Competency Assessment Model." Applied Sciences 13, no. 10 (2023): 6346. http://dx.doi.org/10.3390/app13106346.

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Ensuring training safety is paramount to flight schools. In response to the inadequacy of traditional flight training assessment for comprehensive quantitative evaluation of cadet competency, an initial flight training competency assessment standard based on behavioral indicators was developed and optimized using the VENN model. Firstly, the Assessor Score Measurement Form (ASMF) was constructed according to the requirements of the Training Evaluation Worksheet specification, such as typical subjects, observations, and completion criteria. Secondly, based on the basic principles of the experie

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Singh, T., R. Mahajan, S. Saiyad, A. Virk, and A. Joshi. "Blended programmatic assessment for competency based curricula." Journal of Postgraduate Medicine 67, no. 1 (2021): 18. http://dx.doi.org/10.4103/jpgm.jpgm_1061_20.

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Berg, Katherine, Anita Wilson, Kathleen Day, David Abraham, and Steven Herrine. "Progression Toward a Competency-Based Assessment Paradigm." Academic Medicine 96, no. 11S (2021): S176—S177. http://dx.doi.org/10.1097/acm.0000000000004295.

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Humphrey-Murto, Susan, Timothy J. Wood, Shelly Ross, et al. "Assessment Pearls for Competency-Based Medical Education." Journal of Graduate Medical Education 9, no. 6 (2017): 688–91. http://dx.doi.org/10.4300/jgme-d-17-00365.1.

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Dodge, Laurie Graham. "Competency‐Based Education + Quality Assessment = Learning Validation." Assessment Update 36, no. 4 (2024): 9–13. http://dx.doi.org/10.1002/au.30405.

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Lurie, Stephen J. "History and practice of competency-based assessment." Medical Education 46, no. 1 (2011): 49–57. http://dx.doi.org/10.1111/j.1365-2923.2011.04142.x.

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Cairns, Lynn, and Cynthia Johansen. "Competency-Based Assessment of Internationally Educated Nurses." Journal of Nursing Regulation 4, no. 1 (2013): 45–48. http://dx.doi.org/10.1016/s2155-8256(15)30167-8.

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Bacon, R., Y. Long, C. Palermo, and K. Whelan. "Improving Competency-Based Assessment - an International Perspective." Journal of the Academy of Nutrition and Dietetics 118, no. 9 (2018): A19. http://dx.doi.org/10.1016/j.jand.2018.06.251.

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Modi, Jyoti Nath, Piyush Gupta, and Tejinder Singh. "Competency-based medical education, entrustment and assessment." Indian Pediatrics 52, no. 5 (2015): 413–20. http://dx.doi.org/10.1007/s13312-015-0647-5.

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Chuan, A., A. S. Wan, C. F. Royse, and K. Forrest. "Competency-based Assessment Tools for Regional Anaesthesia." Obstetric Anesthesia Digest 38, no. 3 (2018): 121–22. http://dx.doi.org/10.1097/01.aoa.0000542338.51514.81.

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Michelson, James D., and Lance Manning. "Competency assessment in simulation-based procedural education." American Journal of Surgery 196, no. 4 (2008): 609–15. http://dx.doi.org/10.1016/j.amjsurg.2007.09.050.

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Meyers, Jason L. "Scoring models in competency-based educational assessment." Journal of Competency-Based Education 3, no. 3 (2018): e01173. http://dx.doi.org/10.1002/cbe2.1173.

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Martinez, Iveris L., Andrea L. Pfeifle, and James A. Ballard. "Framing Competency-based Assessment for Interprofessional Education." Medical Science Educator 23, S3 (2013): 562–65. http://dx.doi.org/10.1007/bf03341678.

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Jubaedah, Yoyoh, Neni Rohaeni, Nenden Rani Rinekasari, and Iis Rohmah. "MODEL COMPETENCY BASED ASSESSMENT PADA PENGEMBANGAN JOB PERFORMANCE PUBLIC AREA DI HOUSEKEEPING DEPARTMENT." JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) 5, no. 2 (2018): 139–46. http://dx.doi.org/10.21009/jkkp.052.05.

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The purpose of this research is to apply a competency-based assessment model on the job performance of Public Area at Housekeeping Department. The scope of the study produced 2 targets in housekeeping department: 1) competency based assessmen model on the job performance of public area; 2) assessment tool on job performance of public area. This study was used a descriptive method with three stages of development study. First is a preliminary study, second stage is development model, and finally is validation test of the model. The research subject was teacher of public area subject matter, and

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ECHER, Gracielle Oliveira, and Danielle Aparecida Nascimento dos SANTOS. "DIVERSITY IN COMPETENCY ASSESSMENT IN VOCATIONAL EDUCATION: A SCOPING REVIEW." Boletim de Conjuntura (BOCA) 22, no. 64 (2025): 28–53. https://doi.org/10.5281/zenodo.15243946.

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The debate on human diversity in the corporate environment has been increasingly incorporated by organizations that see it as a differentiating factor. This study is based on the premise that competency-based assessment in vocational education can consider attitudes and values for the construction of a fairer and more democratic society through the appreciation of human diversity. Using the correct criteria, teachers can conduct a comprehensive assessment of students, forming not only skilled professionals but also citizens who recognize their identity within the classification hierarchy and r

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Travis, Jamie. "Cross-disciplinary competency standards for work-related assessments: Communicating the requirements for effective professional practice." WORK: A Journal of Prevention, Assessment & Rehabilitation 19, no. 3 (2002): 269–80. https://doi.org/10.3233/wor-2002-00262.

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The purpose of this article is to introduce the cross-disciplinary competency standards for work-related assessments, why they are needed and how they have been developed in New South Wales (NSW). Cross-disciplinary competency standards communicate the benchmarks for effective performance of work-related assessments. They outline what is expected of rehabilitation professionals, including the ability to apply and transfer competence across different conditions and workplace contexts. Outcomes in occupational rehabilitation are affected by the efficacy of the work-related assessments performed,

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Muhammad, Kiggundu Musoke, John Kalule, and Batiibwe Moses Sserwadda. "An Analysis of Teachers’ Insights on Assessment Approaches in the Implementation of a Competency-Based Curriculum for Islamic Religious Education in Secondary Schools in Wakiso District – Uganda." East African Journal of Education Studies 8, no. 1 (2025): 362–74. https://doi.org/10.37284/eajes.8.1.2693.

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This study explored teachers' insights on the assessment strategies used to implement the IRE competency-based curriculum in secondary schools in Wakiso District. This study used a phenomenological design with a sample size that depended on the saturation of findings. Secondary school teachers were sampled using simple random sampling while participants in other categories were purposively selected. The interview guide and focus group discussion guide were used as data collection instruments. Data was analyzed using the thematic analysis method. Key findings revealed that teachers perceived co

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Ion, Georgeta, Elena Cano, and Nati Cabrera. "Competency Assessment Tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education." Technology, Pedagogy and Education 25, no. 5 (2016): 631–48. http://dx.doi.org/10.1080/1475939x.2015.1134635.

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Ahmed, Samar, Fouzia Shersad, Arina Ziganshina, Mariam Shadan, Abdelmoneim Elmardi, and Yousif El Tayeb. "Operationalizing competency-based assessment: Contextualizing for cultural and gender divides." MedEdPublish 13 (October 11, 2023): 210. http://dx.doi.org/10.12688/mep.19728.1.

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Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to

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Hermayanti, Hermayanti. "Efektifitas Assesment Kompetensi Perawat Manager terhadap Kinerja Perawat." Journal of Comprehensive Science (JCS) 4, no. 1 (2025): 309–21. https://doi.org/10.59188/jcs.v4i1.2974.

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Nurse career development, particularly in the transition from clinical to managerial roles, requires effective competency assessments and performance assessments. This study aims to analyze the relationship between competency assessment and performance assessment in supporting nurse career development. The method used is a literature review using the PICOS framework. Of the 242 articles found, 20 articles were selected for analysis. The results show that competency assessment can improve the quality of nursing services, while professional indicator-based performance assessment helps identify t

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Jalgasbaevna, Abenova Gulchexra, and Dawletbaeva Zamira Quwanıshbaevna. "Methodology for Using A Competency-Based Approach in Organizing Lessons for Future English Teachers." International Journal of Pedagogics 05, no. 04 (2025): 61–63. https://doi.org/10.37547/ijp/volume05issue04-18.

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The competency-based approach has gained significant attention in modern education, particularly in the training of future English teachers. This article discusses the methodology for implementing a competency-based approach in lesson organization, emphasizing practical strategies, assessment methods, and student-centered learning. Furthermore, it highlights the role of linking theoretical knowledge with practical application, ensuring that future English teachers develop the necessary competencies for effective teaching. Additionally, this article discusses the integration of educational tech

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Levy, Yair, and Michelle M. Ramim. "An Assessment of Competency-Based Simulations on E-Learners’ Management Skills Enhancements." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 179–90. http://dx.doi.org/10.28945/2309.

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There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited emp

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Choi, Young Sun, and Mi Jeong Park. "Development of a Competency-Based Assessment Framework for High School Home Economics." Human Ecology Research 62, no. 2 (2024): 197–216. http://dx.doi.org/10.6115/her.2024.014.

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The dual aims of this study were i) to explore the effectiveness of an assessment method that can measure the competencies learned through high school home economics and ii) develop a competency-based assessment framework for high school home economics, including components of competency-based assessment, item development system, and other elements. The study involved the following stages: literature analysis, draft development, concretization, validity verification, and final version. Based on the results of the literature analysis and expert deliberation, a competency-based assessment framew

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Rahman, Najib Aulia. "Competency-Based and Ethical Assessment Models in Contemporary Islamic Pedagogy." Sinergi International Journal of Islamic Studies 3, no. 1 (2025): 57–69. https://doi.org/10.61194/ijis.v3i1.710.

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This narrative review explores recent innovations and systemic reforms in assessment practices within Islamic education, focusing on student-centered approaches, digital integration, competency-based evaluation, and the influence of cultural-religious values. The study employs a structured methodology involving database searches (Scopus, ERIC, Google Scholar), Boolean keyword combinations, and rigorous inclusion-exclusion criteria. The review synthesizes empirical findings from peer-reviewed literature, analyzing trends and best practices across global Islamic educational contexts. Key results

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Torsney, K. M., D. M. Cocker, and A. A. P. Slesser. "The Modern Surgeon and Competency Assessment: Are the Workplace-Based Assessments Evidence-Based?" World Journal of Surgery 39, no. 3 (2014): 623–33. http://dx.doi.org/10.1007/s00268-014-2875-6.

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Galymova, Nurzhanar Gaisatkyzy, Zhazira Sagatbekovna Mukatayeva, Nursulu Sarsenovna Zhussupbekova, Meruyert Argyngazievna Orazbayeva, and Viktorya Eduardovna Aharodnik. "Methodology for integrating socio-humanitarian safety into the training of future chemistry teachers." Journal of Turkish Science Education 21, no. 4 (2024): 749–74. https://doi.org/10.36681/tused.2024.041.

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This study explores the integration of socio-humanitarian safety components into the chemistry curriculum for secondary education, emphasizing how contextual and competency-based assessments can enhance the preparedness of future chemistry teachers. Employing a mixed-methods approach, the research evaluates the effectiveness of traditional, contextual, and competency-oriented assessment methods in measuring and fostering key competencies among 11th-grade chemistry students. Quantitative data were gathered from traditional assessments, contextual tasks, and the Unified National Testing (UNT), w

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Rizka Shofrotul Muna and Andriyastuti Suratman. "Implementasi Manajemen Talenta Melalui Penilaian Kompetensi ASN Jabatan Pengawas Pemerintah Kabupaten Pekalongan." Dinamika Publik: Jurnal Manajemen dan Administrasi Bisnis 2, no. 1 (2024): 120–31. http://dx.doi.org/10.59061/dinamikapublik.v2i1.612.

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Talent management in the Regulation of the Minister for Empowerment of the State Civil Apparatus and Bureaucratic Reform of the Republic of Indonesia Number 3 of 2014 is a career management system which includes acquisition, retention, development, and placement of talent to occupy positions based on the potential and competence of the State Civil Apparatus in accordance with the position qualifications position. ASN competency to be able to occupy certain positions is assessed in several ways, one of which is using a competency assessment. The Pekalongan Regency Government through the Personn

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Greece, Jacey A., Joanne G. Patterson, Sarah A. Kensky, and Kate Festa. "Incorporating practical application in graduate introductory public health courses." On the Horizon 23, no. 4 (2015): 309–22. http://dx.doi.org/10.1108/oth-05-2015-0021.

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Purpose – The purpose of this paper is to examine the utility of a redesigned course assessment in a required, introductory Master of Public Health (MPH) course to demonstrate competency achievement through practical application. School of public health curricula are informed by competency-based education (CBE) to prepare students for the field. This is a challenge in introductory courses as traditional assessments do not translate into practical application of knowledge. Design/methodology/approach – This retrospective post-test-only evaluation examined a practice-based, multi-disciplinary as

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Fleming, Melinda, Michael McMullen, Theresa Beesley, Rylan Egan, and Sean Field. "Simulation-based evaluation of anaesthesia residents: optimising resource use in a competency-based assessment framework." BMJ Simulation and Technology Enhanced Learning 6, no. 6 (2019): 339–43. http://dx.doi.org/10.1136/bmjstel-2019-000504.

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IntroductionSimulation training in anaesthesiology bridges the gap between theory and practice by allowing trainees to engage in high-stakes clinical training without jeopardising patient safety. However, implementing simulation-based assessments within an academic programme is highly resource intensive, and the optimal number of scenarios and faculty required for accurate competency-based assessment remains to be determined. Using a generalisability study methodology, we examine the structure of simulation-based assessment in regard to the minimal number of scenarios and faculty assessors req

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Shrivastava, Saurabh RamBihariLal, Shubhada Gade, and Sunita Vagha. "Planning and implementation of milestone-based assessments in competency-based medical education." Journal of Clinical Sciences 21, no. 4 (2024): 206–8. https://doi.org/10.4103/jcls.jcls_47_24.

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ABSTRACT Competency-based medical education aims to produce competent medical graduates who are well-equipped to deal with the challenges of the health-care delivery system. In the field of medical education, milestones act as a marker to provide insights to both students and teachers regarding the progress of students regarding the attainment of the learning competencies. Milestones-based assessment tends to make the assessment process structured and holistic by giving a clear roadmap for medical students and helping them understand the significance and the expected progression across the dif

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Gopalakrishnan, M., and MK Garg. "The power of subjectivity in competency-based assessment." Journal of Postgraduate Medicine 67, no. 1 (2021): 57. http://dx.doi.org/10.4103/jpgm.jpgm_1251_20.

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