Abstract:
This thesis presents an analysis of competency-based approaches to assessment. An extensive literature review was conducted to explore aspects and issues involved in developing and implementing competency-based assessment. The review was based on the premise that literature can provide useful information to implement an ongoing competency based approach to assessment of undergraduate nursing students in The Republic of Maldives. The recent literature relating to competency-based approaches to education and assessment values this method for its contribution to the development of a more comprehensive view if education and assessment, particularly in nursing. The main theme that developed from analysis of the literature was that developing a competency-based assessment framework could facilitate an individual to develop and demonstrate competency for professional practice. Competency-based assessment has been described in the literature as a process of measuring an individual's competence against established competency standards, These competency standards when explicitly stated will clearly identify for the student, the competencies that need to be developed by the end of the course of study and which are necessary to enter into a profession. Review of literature reveals that there is confusion arising in the term competency. However, the contemporary view of competency is that they are attributes which need to be acquired to perform successfully in a profession. There is consensus in the literature that this method of education and assessment facilitates learning that is meaningful, personal, challenging and relevant to practice. There are several studies that have focused on the development and implementation of effective competency-based approaches, especially in practice based professions, such as nursing. Thus, it is proposed that, competency-based assessment is the most effective method of assessment to be implemented in the undergraduate nursing in the Maldives.
