Competency-based Assessment

The requirement for competence orientation in examinations means that the examinations do not just require the reproduction of subject knowledge, but are designed to be action-oriented, so that students actually demonstrate their skills - and not just their knowledge.

Explaining technical terms is at a low level of competence, while applying formulae, for example, is more demanding, and analysing case studies based on theories or legal texts requires even more complex competences with analysis and evaluation. Developing prototypes in a project or carrying out a research project and documenting it in a project report develops new knowledge - the highest level of competence according to the taxonomy of learning objectives.

Formulating good examination tasks that are actually aligned with the learning objectives in the sense of constructive alignment and provide information about their achievement is very demanding.

  • Does the task actually require the use of the competences that are the learning objectives of the course?  Does it not already require competences that the students do not (or do not need to) have at the moment?
  • Can the task be completed within the allotted time?
  • Does the task provide a learning opportunity for the students or is it just a way of checking their performance?
  • Can I, as the teacher, mark the examination with a reasonable amount of effort?
  • What criteria are appropriate for assessing examination performance and how can I give students sound feedback without exceeding my time resources?
  • What alternatives are there to traditional examination formats such as term papers or written exams?

Evaluation of Examination results

Here are some examples of good practice from Leuphana.

Evaluation forms come in different formats. Common variations are to list criteria and award points for them, to comment on them individually or to rate them according to categories. Alternatively, points/comments can be awarded collectively for several criteria according to categories such as content, structure or formality.

Grade sheets for written examinations:

Types and Organisation of Exams

Information on the following aspects can be found on other websites:

Assessment organisation (in German)

Competency-based assessment and evaluation of students is a central component of teaching. This website provides information on planning, organising and archiving examinations.

Online Exams (with EvaExam and Moodle)

As an alternative to traditional paper-based examinations, there are two tools for digital examinations. Information and handouts for EvaExam and Moodle examinations can be found on the website and on the following pages.

Scan Exams

If you prefer paper-based exams, Leuphana University offers the possibility to create scan exams, which can be analysed automatically and thus save time.