Work

The Question at the Heart of Assessment in Higher Education: Are We Assessing for Competency Acquisition?

Year: 2026

Type: article

Abstract: European universities are increasingly adopting competency-based education to enhance transfer between academic and professional contexts, demanding assessment systems aligned with classroom practices. This study explores what is assessed in three Spanish universities. Spain constitutes a particularly relevant case: its course guides are legally binding contracts subject to external audit by the National Agency for Quality Assessment and Accreditation (ANECA), ensuring exceptional standardization. A theory-driven documentary analysis examined 7810 teaching guides from all degree programs, with coding supported by ATLAS.ti software applied to these documents, which represent statements of intent by faculty members. The findings reveal notable discrepancies: competencies were rarely the central focus of assessment, and evaluation appeared fragmented, overlooking the integration of knowledge, skills, and attitudes. These gaps raise concerns about the innovative dimension of competency-based models. The study concludes that institutional assessment schemes should promote holistic education, ensuring students develop collaborative and cross-disciplinary capacities essential for professional environments.

Source: Trends in Higher Education

DOI: 10.3390/higheredu5020034

Authors: María José Bolarín Martínez, Claudia González López, Abraham Bernárdez-Gómez

Institutions: Universidad de Murcia, Universidade de Vigo

Language: English

Topic: Higher Education Teaching and Evaluation

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,207