Vargas, HéctorHeradio Gil, RubénChacón, JesúsTorre Cubillo, Luis de laFarias, GonzaloGalán, DanielDormido Canto, Sebastián2025-07-022025-07-022019-03-28H. Vargas et al., "Automated Assessment and Monitoring Support for Competency-Based Courses," in IEEE Access, vol. 7, pp. 41043-41051, 2019, https://doi.org/10.1109/ACCESS.2019.29081602169-3536https://doi.org/10.1109/ACCESS.2019.2908160https://hdl.handle.net/20.500.14468/26979The registered version of this article, first published in “IEEE Access, vol. 7, pp. 41043-41051, 2019", is available online at the publisher's website: IEEE Xplore, https://doi.org/10.1109/ACCESS.2019.2908160 La versión registrada de este artículo, publicado por primera vez en “IEEE Xplore, vol. 7, pp. 41043-41051, 2019", está disponible en línea en el sitio web del editor: Universidad nacional de Educación a Distancia, https://doi.org/10.1109/ACCESS.2019.2908160Competency-based education is becoming increasingly adopted by higher education institutions all over the world. This paper presents a framework that assists instructors in this pedagogical paradigm and its corresponding open-source implementation. The framework supports the formal definition of competency assessment models and the students' evaluation under these models. It also provides distinct learning analytics for identifying course shortcomings and validating corrective actions instructors have introduced in a course. Finally, this paper reports the benefits of applying our framework to an engineering course at the Pontifical Catholic University, Valparaíso, Chile for three years.eninfo:eu-repo/semantics/openAccess12 Matemáticas1203.17 Informática58 Pedagogíaartículocompetency-based educationcourse assessmentcourse monitoringlearning outcome