Ensuring Equity in Competency-Based Assessments: A Guide for Educators

Competency-based assessments have gained popularity in education as they focus on measuring learners’ skills, rather than solely relying on knowledge assessment. However, ensuring equity in competency-based assessments is crucial to provide fair and unbiased evaluations. In this blog post, we will explore essential guidelines for educators to design competency-based assessments equitably, fostering a supportive learning environment for all learners.

Designing With and Not For

The first step in designing equitable competency-based assessments is to clearly define the competencies being assessed using inclusive, bias-free, growth, or strength-based language throughout, and focusing on the competence directly. For example, Jefferson County Schools uses a development model where a diverse team of experts and educators lead the writing process to ensure multiple perspectives are considered, and a holistic, learner-centered view is prioritized.

Expanding the Options

To honor different ways of learning and abilities, expand what can be considered documentation for evaluation. Instead of a singular video to demonstrate a classroom pedagogy, consider what other examples might work to demonstrate this skill. For example, student work examples or feedback, presentations, projects, or other demonstrations? This expansion allows learners to show their competencies or skills in ways that are strength based and highlight them in a personalized way. Consider the following as you structure your competency-based assessment—what documentation is best?

• Ensure that the content and context of the assessments are culturally relevant and responsive. Embrace diverse perspectives and experiences to create a more inclusive and meaningful learning environment.
• Accessibility is a fundamental requirement for any equitable competency-based assessment. Is it possible for learners to access documents in a way they can understand them? If we limit the skill demonstration to a singular video, we must acknowledge that learners with low vision, schools without access to technology, or other access barriers, will not be able to participate in the assessment process.
• Double-blind grading is a practice where the assessors, issuers, and learners do not have access to the identities of anyone throughout the assessment process, and instead focus solely on evaluating the demonstrated competencies without any preconceived notions. This helps mitigate biases that may arise from knowing a learner’s background or characteristics.
• Promote a growth mindset among learners, emphasizing that their abilities can be developed with effort and dedication. Provide constructive feedback to highlight strengths and areas for improvement. Encourage learners to view assessments as opportunities for growth and learning rather than merely achieving a grade.

Designing competency-based assessments equitably is essential for creating a supportive and inclusive learning environment. By clearly defining competencies, using multiple assessment methods, providing accommodations, implementing double-blind assessments, addressing cultural relevance, and fostering a growth mindset, educators can ensure that learners’ diverse abilities and backgrounds are respected and valued. Equity in assessments not only promotes fair evaluation but also empowers learners to reach their full potential and thrive in their educational journey. As educators embrace these guidelines, they contribute to the advancement of equitable and learner-centered education for all.

This blog post is part of a series exploring how to design micro-credentials for equity and inclusion throughout the year. If you are interested in learning more about micro-credentials, check out our current offerings on the Micro-credential Platform or visit our website to learn more about our services.

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Want to know more about competency-based micro-credentials? Find more resources here:

• The Role of Micro-credentials in the Credential Ecosystem
• The Relationship Between Digital Badges and Micro-credentials
• Making Macro Impact: How Micro-credentials Are Shaping a Skills-based Economy
• Micro-credentials Designed for Today’s Higher Education Learners
• Integrating Micro-credentials into Professional Learning: Lessons from Five Districts (2020)