Inherent Inconsistency of Competence-Based Approach to Learning Outcomes Assessment
Kudrina Elena Anatolyevna
Kursk Academy of State and Municipal Service
Submitted: 01.06.2020
Abstract. The paper reveals problems in describing and assessing competences in higher professional education. The difficulties are conditioned by ambiguous interpretations of the notions "competence" and "competency" within the competence-based approach. The author systematizes the existing definitions of "competence"/"competency", identifies requirements to be observed when developing assessment tools, highlights certain problems concerning validity of assessment tools within the framework of the competence-based approach in higher professional education. Scientific originality of the study involves identifying some essential restrictions in competence assessment (conducted basically in the form of a test) associated with the problem of securing meaningful and prognostic validity. The research findings are as follows: the author shows that teachers can’t ensure meaningful and prognostic validity of the assessment tools they develop, especially when it concerns personal competence assessment.
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