Certificate: View Certificate
Published Paper PDF: View PDF
Ayesha Khan
Independent Researcher
India
Abstract
Competency-based assessments (CBAs) in virtual classrooms represent a transformative approach to evaluating learner performance by emphasizing demonstrated mastery of specific skills and knowledge rather than traditional time‑based measures. Over the past decade, the rapid expansion of online education has underscored the need for assessments that align with learner-centered pedagogy, promote self‑paced progress, and deliver actionable feedback. In a virtual environment, CBAs leverage digital tools—such as learning management systems, adaptive learning platforms, and e‑portfolios—to capture multifaceted evidence of competency attainment across cognitive, technical, and interpersonal domains. This manuscript provides an in‑depth exploration of CBA design principles, technological affordances, instructor strategies, and learner experiences within fully online and blended learning contexts. Drawing on a systematic review of scholarly and practitioner literature, as well as an empirical survey of instructors implementing CBAs across multiple disciplines, the study elucidates best practices for creating clear competency frameworks, scaffolding assessments to support gradual mastery, and utilizing analytics for continuous improvement. Findings reveal that well‑structured CBAs enhance learner motivation, foster deeper engagement with content, and facilitate equitable assessment through personalized pathways. Nevertheless, challenges persist, including digital access disparities, increased instructor workload for rubric development and iterative feedback, and the need for robust professional development. The manuscript concludes with practical recommendations for instructional designers, faculty developers, and institutional leaders to integrate CBA effectively in virtual classrooms, ensuring quality, integrity, and scalability in online competency‑based education.
Keywords
Competency-Based Assessment, Virtual Classroom, Online Learning, Mastery Learning, Learning Analytics
References
- Barrett, H. (2010). Balancing the Two Faces of ePortfolios. Tempe, AZ: Arizona State University.
- Berrett, D. (2016). CBE and the Future of Higher Education. Chronicle of Higher Education, 62(13), A16–A18.
- Bloom, B. S. (1968). Learning for Mastery. Evaluation Comment, 1(2), 1–12.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self‐determination of behavior. Psychological Inquiry, 11(4), 227–268.
- Franklin, S., & Lumby, J. (2019). Competency-based education in practice: A framework for implementation. Journal of Educational Innovation, 5(1), 23–38.
- Garrison, D. R., & Vaughan, N. D. (2018). Blended Learning in Higher Education: Framework, Principles, and Guidelines (2nd ed.). San Francisco, CA: Jossey-Bass.
- Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Bloomington, IN: Solution Tree Press.
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
- Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27(3), 1–12.
- King, C. G., Guyette, R. W., Jr., & Piotrowski, C. (2009). Online exams and cheating: An empirical analysis of business students’ views. Journal of Educators Online, 6(1), 1–11.
- Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.
- Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422.
- Pardo, A., Jovanović, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback. British Journal of Educational Technology, 50(1), 128–138.
- Redecker, C., Ala-Mutka, K., & Punie, Y. (2011). Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe. Luxembourg: Publications Office of the European Union.
- Shermis, M. D., & Burstein, J. (Eds.). (2013). Handbook of Automated Essay Evaluation: Current Applications and New Directions. New York, NY: Routledge.
- Siemens, G. (2015). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380–1400.
- Zheng, L., Sun, W., & Ou, C. X. J. (2020). The effects of information systems strategies on organizational performance in higher education. Journal of Strategic Information Systems, 29(3), 101–119.