IMPLEMENTING COMPETENCY-BASED ASSESSMENT IN A FIRST YEAR ENGINEERING DESIGN COURSE
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Competency-based assessment (CBA) is increasingly of interest in higher education, particularly in the professions. This assessment approach requires that students demonstrate satisfactory performance in specified measurable outcomes for progression, rather than meeting a particular overall average in a range of assessments. The paper describes the implementation of CBA in a first year engineering design and practice course. Each competency was linked to multiple assessment points to allow multiple opportunities to meet the competency without requiring the teaching staff to regrade assignments that did not meet expectations. The structure was designed to use no new additional course personnel. Based on this work the team recommends using past grades and learning outcome data the likely consequences of applying CBA to course assessment schemes, running CBA in parallel witha traditional grading scheme, and planning for flexibility in the grading scheme. Applying CBA to authentic activities was much more complex than for individual tests.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it