Semantic Models for Competence-Based Assessment

Semantic Models for Competence-Based Assessment

Mounira Ilahi (PRINCE Research Unit, ISITCom, University of Sousse, Sousse, Tunisia), Lilia Cheniti Belcadhi (PRINCE Research Unit, ISITCom, University of Sousse, Sousse, Tunisia) and Rafik Braham (PRINCE Research Unit, ISITCom, University of Sousse, Sousse, Tunisia)
DOI: 10.4018/ijhcitp.2014070103
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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.
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2. Theoretical Background

Though the rapidly increasing number of related work published in recent years, the theoretical grounding is still weak as a whole, especially in the introduction of concepts. In fact, the concepts of competence and competency are almost used substitutably without distinction. Hence, we introduce in this section the theoretical background of the paper, including the definitions of the concepts competence, competency and the competence-based assessment.

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