Criterion-Referenced Assessment According to the Competency-Based Approach: Geography in Secondary Education in Morocco – A Case Study

Abstract

This study aims to address the issue of criterion-referenced assessment according to the competency-based approach. Within this approach, learning and assessment are built upon solving meaningful problem-situations that reflect the learner's ability to mobilize and utilize their knowledge and acquired skills. The learner's performance is evaluated using assessment rubrics based on descriptive and graded rating scales, which determine their level of mastery and acquisition according to precise performance levels. This assessment model requires the formulation of objective criteria that enable educational practitioners to pass judgment or make a decision regarding the learner's ability to tackle a complex situation. Through this situation—and based on those criteria—the learner demonstrates the institutionalization of resources and mastery of a specific level of the targeted competency. The specific competencies of geography have been chosen as a model for application. To operationalize this evaluative model, this paper will examine the issue of criterion-referenced assessment in secondary school geography, focusing on its distinctive characteristics, the methodology of constructing standardized assessments, and the mechanisms for developing scoring rubrics.