ABSTRACT
Competency-based assessment (CBA) has emerged as a transformative approach in modern education, emphasizing the demonstration of skills, knowledge, and attitudes rather than rote memorization. However, ensuring the reliability and validity of such assessments remains a significant challenge. This study focuses on the psychometric analysis of competency-based assessments, examining key measurement properties such as reliability, validity, item characteristics, and scoring consistency. A mixed-method research design was employed, integrating qualitative framework development with quantitative statistical analysis. The findings indicate that while competency-based assessments provide a more holistic evaluation of learners, they require robust psychometric validation to ensure fairness and accuracy. The study contributes to the advancement of educational measurement by proposing a structured model for analyzing competency-based assessments.
KEYWORDS: Competency-Based Assessment, Psychometrics, Reliability, Validity, Educational Measurement, Performance Assessment
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