A Systematic and Literary Review on the Learning Outcome and Competency-Based Test

Abstract

The study aims to reach a pro on learning outcomes and competency-based tests conducted in schools and the ways for implementing the same in higher education for assessing and       evaluating in relation to the competency-based teaching-learning experience. Every individual has a distinct method for acquiring and constructing their knowledge. Facilitators in school and college are responsible for being skilled in various pedagogies to witness the progress of the learner. The State Council of Educational Research and Training (SCERT) has accentuated processed-based learning and assessment in practice. In 2023, SCERT implemented a new assessment for evaluating competency-based learning in schools and ways to guide the facilitator in designing the framework for teaching. As a follow-up, every month the students are assessed through learning outcome/competency-based tests in government schools. In this study, a convergent design, one of the mixed methods is used, and a structured questionnaire is set to collect the data. The data is collected from government school students who appear for learning     outcome/competency tests, classes ranging from sixth to ninth, and also with the teachers who handle these students in all five subjects. The study discusses the development, pattern, and design of learning outcome/competency-based tests in schools, and its comparison with higher education competency-based semester assessments. It shows the new method of learning outcome/competency-based test can benefit the teaching and learning experience in higher education if conducted every month as a diagnostic assessment.