Year: 2025
Type: article
Study design: Observational Study
Abstract: This research examines the shift from traditional examination-based assessment toward competency-based assessment (CBA) models in education. Through a mixed-methods study involving 243 educators and 1,528 students across 18 institutions, this paper evaluates the effectiveness of various CBA frameworks in developing critical 21st century skills. Findings indicate that well-designed CBA approaches correlate with statistically significant improvements in student engagement (p < .001), knowledge retention (p < .01), and skill application (p < .001). Results further suggest that authentic, project-based assessments yield the highest learning outcomes when integrated with clear competency frameworks, timely feedback mechanisms, and technology-enhanced assessment tools. This research offers practical guidelines for educational institutions seeking to implement CBAs that prepare students for the complex demands of modern workplaces and society.
Author: Dr. Shamali Madhav Thorat
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409762610