Abstract:
For some 25 years now, college programs have followed the competency-based approach. Over time, the associated pedagogical expertise has been developed, and college teachers have used a variety of different strategies to ensure students develop the competencies they need. As for certifying these competencies, however, there are still questions as to which assessment practices to adopt. The goal of this article is to describe the primary concepts associated with learning assessment in a competency-based context. The complex process of assessment will be examined in accordance with a concept map that involves several inter-related factors. An analysis of the more traditional practices and related competency parameters will help teachers pinpoint their own practices within a flexible frame of reference aimed at promoting conciliation and consensus-building pertaining to evaluation practices.
