Publication: The Question at the Heart of Assessment in Higher Education: Are We Assessing for Competency Acquisition?
Authors
Claudia González López ; Abraham Bernárdez-Gómez ; Bolarín Martínez, María José
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Facultades de la UMU::Facultad de Educación
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Publisher
MPDI
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DOI
https://doi.org/10.3390/higheredu5020034
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info:eu-repo/semantics/article
Description
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.
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Citation
Trends High. Educ. 2026, 5, 34
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