Atribución 4.0 InternacionalVargas, HectorHeradio Gil, RubénFarias, GonzaloLei,,ZhongchengTorre Cubillo, Luis de la2024-10-022024-10-022024-01-19H. Vargas, R. Heradio, G. Farias, Z. Lei and L. de la Torre, "A Pragmatic Framework for Assessing Learning Outcomes in Competency-Based Courses," in IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233, April 2024, doi: 10.1109/TE.2023.33472730018-9359; eISSN 1557-9638http://dx.doi.org/10.1109/TE.2023.3347273https://hdl.handle.net/20.500.14468/23867This is an Accepted Manuscript of an article published by IEEE in "IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233", available at: http://dx.doi.org/10.1109/TE.2023.3347273Este es el manuscrito aceptado del artículo publicado por IEEE en "IEEE Transactions on Education, vol. 67, no. 2, pp. 224-233", disponible en línea: http://dx.doi.org/10.1109/TE.2023.3347273Contribution: A competency assessment framework that enables learning analytics for course monitoring and continuous improvement. Our work fills the gap in systematic methods for competency assessment in higher education. Background: Many institutions are shifting toward competency-based education, thus encouraging their educators to start evaluating their students under this paradigm. Previous research shows that structured assessment models are fundamental in guiding educators toward this adoption. Intended outcomes: An assessment model for competency-based education that is easy to adopt and use, while facilitating the application of learning analytics techniques. Application design: The new framework considerably extends a prior model we proposed three years ago. Two engineering competency-based courses used the framework for assessment. Assessment rubrics were prepared and used for evaluating and collecting the students’ data progressively, thus enabling the use of learning analytics for decision-making. Findings: Thanks to the model, (i) students received a detailed report of their achievements, including a thorough explanation and justification of the evaluation criteria; and (ii) instructors could improve the course and provide objective evidence of their actions to quality assurance agencies. As a result, the framework is presently being used in fifteen courses taught at eight different university degrees at the Pontifical Catholic University of Valparaiso (PUCV).eninfo:eu-repo/semantics/openAccess58 Pedagogía::5801 Teoría y métodos educativosartículoCompetencyLearning outcomeAssessmentEngineering education