Considerations for Advancing Research on Competency-Based Assessment in K-12 Education
DOI:
https://doi.org/10.17161/cberj.v3no6.24863Keywords:
competency-based education (CBE), evidence-centered design (ECD), K–12 education, assessment innovations, teacher education, teacher preparationAbstract
Competency-Based Education (CBE) is transforming K–12 learning by emphasizing mastery of essential competencies through personalized, learner-centered pathways. As educational systems increasingly adopt CBE, we recognize a critical need for assessment practices that are equitable, authentic, and instructionally embedded. In this paper, we aim to advance both theory and practice by presenting a comprehensive framework for designing and implementing competency-based assessments in K–12 settings. Grounded in evidence-centered design (ECD) principles, we systematically examine challenges across the assessment lifecycle—including conceptualization, measurement, and implementation—and synthesize empirically supported solutions that balance psychometric rigor with instructional relevance. To bridge research and practice, we highlight the importance of socioculturally responsive assessment approaches for promoting fairness and minimizing bias. We further explore how formative feedback, teacher education, and professional development can build educator capacity for effective CBE assessment. In addition, we discuss the potential of digital and AI-driven technologies to enhance scalability and continuous tracking of competencies, underscoring the need for innovation in assessment systems. We conclude with potential policy implications and future research priorities, emphasizing the necessity of stakeholder collaboration and systemic support to ensure equitable and meaningful assessment in CBE. Ultimately, our work seeks to inform the development of assessment practices that support the broader goals of competency-based education in K–12 contexts.
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