Competency-based assessment practices in higher education: Strengths and opportunities for improvement

Abstract

This article addresses the assessment practices for learning implemented by teachers in four university degree programs as a first approach in the field of higher education. The aim of the study was to evaluate the functionality of the national competency-based assessment system regarding institutional regulations on assessment, promotion, and equivalencies established by UNAN-Managua. The research, descriptive in nature and based on a qualitative approach, carried out a documentary analysis of regulations using a checklist. Likewise, a focus group was held with teachers and students, as well as workshops for teachers. Classroom support was also provided using observation guides. Data analysis was carried out by comparing the findings with the theory. The main results show that teachers integrate assessment criteria and consider more than one source as techniques and instruments for collecting evidence of learning outcomes. In addition, they provide feedback and tutoring to students and apply different types of assessment according to the circumstances and agents involved the given time. The study also shows that planning requires flexibility to adjust with the practice, regulations, and the base document of the National System for Learning Evaluation (SNEPA). In conjunction, a review of curriculum designs from the formative approach for learning of assessment is necessary. In relation to assessment practices, the strengthening of capacities for the development and application of instruments for formative assessment is necessary and need to be consistent with SNEPA regulations.