Competency assessment: A cubic articulation
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Abstract
Since the implementation of programs focus on competencies development, the learning assessment has been the subject of many questions on the part of the actors of the education context. Due to the pandemic context, questions have increased on the shift towards distance teaching. Several teachers testify to growing concerns. How to assess when the students are not there? How can the teacher ensure studentsare not cheating? The risk of plagiarism increases in distance learning settings, especially when digitals tools favour assessments consisting of multiple-choice questions (MCQ) or short-answer items. Although they facilitate feedback during distance teaching and decrease correction time, are these toolsinteresting alternative if they do not allow the assessment of all the learning objects targeted? This is where the bottom hurts. MCQ do not assess competencies. It becomes essential to get back to basics, which is how to assess skills, despite the distance. This article offers a reflection on academic assessment and presents a questioning model of the aims of distance assessment.
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References
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