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

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

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

dc.contributor.author	Claudia González López
dc.contributor.author	Abraham Bernárdez-Gómez
dc.contributor.author	Bolarín Martínez, María José
dc.contributor.department	Didáctica y Organización Escolar
dc.contributor.other	Facultades de la UMU::Facultad de Educación
dc.date.accessioned	2026-04-17T07:29:14Z
dc.date.available	2026-04-17T07:29:14Z
dc.date.copyright	© 2026 by the authors
dc.date.issued	2016-04-26
dc.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.
dc.format	application/pdf
dc.format.extent	19
dc.identifier.citation	Trends High. Educ. 2026, 5, 34
dc.identifier.doi	https://doi.org/10.3390/higheredu5020034
dc.identifier.uri	http://hdl.handle.net/10201/226581
dc.language	eng
dc.publisher	MPDI
dc.relation	PID 2022-136372NB, Liderazgo Institucional para la Evaluación de las Competencias de los Estudiantes y el Desarrollo del Engagement Universitario (LIECEDEU), financiado por la Agencia Española de Investigación, el Ministerio de Ciencia, Innovación y Universidades y cofinanciado por la Unión Europea
dc.relation.publisherversion	https://www.mdpi.com/2813-4346/5/2/34
dc.rights	Attribution 4.0 International	*
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Assessment
dc.subject	Teaching guides
dc.subject	Higher education
dc.subject	Competencies
dc.subject.ods	Objetivo 4: Educación
dc.title	The Question at the Heart of Assessment in Higher Education: Are We Assessing for Competency Acquisition?
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
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