University educational assessment in the achievement of competency-based learning

Competencies have been applied in multiple educational institutions and organizations, but the change has not yet had sufficient impact. Therefore, the present work aims to explain the effects of educational assessment on competency-based learning in mathematics and physics students at UNHEVAL in Huánuco, Peru. This research is located at the explanatory level, is applied, and has a causal-explanatory design. Using non-probability sampling, a working group consisting of 13 teachers and 38 students was selected. The results indicated that 77% of teachers state that they always assess the teaching-learning process using a competency-based approach. 74% of mathematics and physics students indicated that they always achieve a global assimilation of subject content. From the descriptive analysis, we conclude that educational assessment significantly influences competency-based learning among fifth-year students at the Professional School of Mathematics and Physics. Educational assessment enables better academic results in university teaching and improves the competencies of higher education students.