In CompAssess, as a Network, we understand that the acquisition of skills in the education system goes beyond the act of learning, understood as a scheme for capturing information and knowledge.
Having the right skills means not only to be able to apply knowledge when performing tasks, but to go further and use the knowledge and skills acquired, the soft and the technical ones, to generate solutions and answers to problematic situations in specific contexts.
This situation, in which we say that our intervention is required, can emerge as a problem, a challenge or a case. (This is not a trivial matter, as it justifies, when planning and designing the learning process, the inclusion of activities with these same features. That is to be problems, challenges, cases, and so on.)
The result of our actions must always be a transformation, an improvement over what we had before our intervention.
While difficult to measure, the acquisitions of skills can be evaluated.
That evaluation becomes a judgment of a comparative nature, as it is always done taking into account previous references. It can be performed by the teacher or monitor, by your own colleagues and even by yourself.
In any case, this value judgment, qualitative assessment, is like a picture, a picture of some facts, quantitative assessment, within a longer evaluation process that incorporates both features, formative and summative.
In short, the transference of competences-based education turns students into the main characters of the learning action and even of a broader process which cares about and highlights their future development as professional and as individuals, so that the main interest of this model lies on showing students their possibilities on changing and progressing and, therefore, motivates them to strive on learning, on the acquisition of knowledge and skills which, gradually shaping their character and improving their attitude, in order to become, ultimately, more autonomous, more committed and more responsible. That is to say, more competent.