Competency assessment in education is a complex challenge that requires a deep transformation in teaching and assessment methodologies. Current educational regulations in Spain, specifically Organic Law 3/2020, dated December 29 (LOMLOE), mandate the assessment of key competencies at all educational levels.

However, in practice, many teachers continue using traditional assessment methods, such as conventional exams and assignments, and later translate the resulting grades into competencies using digital tools like Additio or iDoceo. This approach may be insufficient since students often lack the real opportunity to develop, understand, or apply the competencies they are expected to acquire. In many cases, they are not even aware of what these competencies are.

To illustrate this situation, a simple test can be conducted with secondary school students: ask them directly if they know what competencies they need to develop and how these relate to their daily learning. Many will likely struggle to answer clearly, showing a disconnect between the regulatory goals and actual educational practice.

Competency assessment needs to go beyond merely translating traditional grades. A cultural shift in education is required to promote active and participative methodologies where students are aware of the competencies they are developing and have genuine opportunities to practice and reflect on them. Only then can we fulfill the intent of the regulations and prepare students for the challenges of the 21st century.

Simulation-based learning is an educational strategy that allows students to experience realistic work scenarios within a safe and controlled environment. In simulated environments, students take on roles within a virtual business setting, managing everything from project planning to strategic decision-making. Simulation reproduces the dynamics and challenges of the workplace, enabling students to practically develop both technical and personal competencies.

One key aspect of this methodology is active learning: students not only acquire theoretical knowledge but apply it directly to real-life situations, solving problems, collaborating with teammates, and adapting to different roles and departments. Through this practice, they can experience and understand the value of competencies such as creativity, problem-solving, and initiative, which are essential in the business world.

Competency assessment in this context is crucial for guiding students’ development in entrepreneurial skills and fostering self-awareness and self-confidence. However, assessing competencies in simulation-based learning poses certain challenges, and the conventional approach of assigning grades does not fully capture students’ progress and learning. For this reason, I have implemented an assessment system that goes beyond grades, focusing on the personal growth of each student and using the EntreComp framework to develop entrepreneurial skills.

Phases of Competency Assessment in the Simulated Business

In the simulated business environment, competency assessment is organized into three phases, each designed to provide students with a clear, progressive view of their development:

1. Initial Assessment: The first phase is an initial assessment that places the student in the context of the competencies they are expected to develop. This stage not only establishes a starting point but also allows students to gain a deep understanding of each competency and its importance in the business world. It provides clarity on expectations and helps them visualize their trajectory within the simulated business.
2. Formative Assessment: Throughout the course, I apply formative assessment by simulating performance reviews in a business environment. This assessment aims to guide learning in real-time, helping students identify what they are doing well and where they can improve. Students receive personalized feedback and can adjust their development of competencies, gaining insight into their progress and the challenges they must address. This assessment includes input from the students themselves, their peers, and the team of teachers guiding the process.
3. Final Assessment: At the end of the module, we conduct a final performance review in which each student reflects on their achievements and areas for improvement, creating an action plan aligned with their abilities and a clear vision of their personal growth. Although we assign a final grade in compliance with academic requirements, the primary focus is on enabling students to build self-confidence and gain a deep understanding of their competencies and skills.

Assessment Tool: CoRubrics

To structure and facilitate competency assessment, I use CoRubrics, a Google Sheets add-on designed to efficiently manage assessment rubrics. With this tool, I can comprehensively evaluate each student’s performance based on the EntreComp competencies. CoRubrics supports self-assessment, peer assessment, and teacher evaluation, and its automated process allows detailed, personalized feedback to be sent to each student, providing insights into their strengths and areas for improvement in each competency.

Learning Journal: Encouraging Reflection and Evidence-Based Assessment

In addition to structured assessment, each student maintains a digital learning journal where they compile evidence of the competencies they believe they have developed. This journal becomes a valuable tool for self-reflection and during the monthly performance evaluations, conducted when students switch departments. The journal allows students to present evidence of their progress, which is especially useful if there are discrepancies between their self-assessment and the evaluations from other assessors. This practice promotes self-awareness and reflection and grants students greater autonomy and responsibility in their learning journey.

Assessing competencies in a simulated business environment is a challenge that requires creativity and commitment from all stakeholders.

Simulation-based learning offers a unique opportunity to teach competencies actively, but to fully leverage this opportunity, we need assessment methods that reflect the dynamic and practical nature of this type of learning. I invite fellow educators to share ideas and experiences on improving competency assessment in both simulated and real educational settings, as exchanging perspectives helps enrich our work and, most importantly, benefits the students.

Please find my resources for evaluation in simulation in this folder.