Abstract
It has often been observed that what is assessed often becomes what is taught. To enable teachers to teach 21st century skills, it is crucial that school systems upskill their models of designing high-quality competency-based assessments. This chapter reports a competency-based formative assessment used to equip students with the skills required for successful survival in the 21st century. It reports a formative assessment task in which story writing is used to develop graph development skills among STEM students studying in middle grades in an Indian school classroom. The results indicate that competency-based assessments unravel student-held misconceptions which can be used by the teachers to provide appropriate formative feedback.
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