Abstract
This paper discusses the congruence between problem-based learning (PBL) and competencybased assessment and describes how competency based assessment has been implementedin a professional construction management programme. The design andunderlying principles of assessment approaches used to determine students' professionalcompetence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staffand student experiences in the construction management programme, the authors describethe issues and challenges they have encountered in implementing competencybased assessment in a PBL programme within the context of higher education.
Highlights
The idea of a competency-based approach to higher education has generated a wide range of responses ranging from resentment of imposed changes to hopeful optimism about the opportunities that might exist
The data revealed a number of recurring themes for both staff and students in assessment of professional competence
These were: z assessment of professional competence makes what had previously been implicit quite explicit z concern about a perceived lack of clarity, equity and objectivity in assessment of professional competence z issues related to learning strategies and construction of knowledge
Summary
The idea of a competency-based approach to higher education has generated a wide range of responses ranging from resentment of imposed changes to hopeful optimism about the opportunities that might exist. It is necessary to distinguish competency standards appropriate for higher education from the standards used at vocational education and training levels (Kingsland and Chen, 1993) It is useful in defining competencies appropriate to the development of higher education curricula, or higher-order competencies, to contrast the attributes and objectives of these competencies with those appropriate to vocational training and those appropriate to professional practice. Where this approach to competency-based education and training is adopted, a broader view of the competencies assessed must be taken and this can only be achieved when performance is viewed holistically and in context
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