INTEGRATING THEORY AND PRACTICE IN THE ASSESSMENT OF COMPETENCIES

This thesis explores the integration of theoretical frameworks and practical approaches in the assessment of competencies, emphasizing cognitive, personal, and social dimensions. Traditional assessments often focus narrowly on knowledge recall, overlooking critical skills and traits essential for real-world success. By combining constructivist and sociocultural theories with authentic evaluation methods — such as performance tasks, portfolios, and self-assessments—educators can develop more comprehensive and meaningful assessments. This integration addresses challenges related to validity, fairness, and the diverse needs of learners, including ESL students. Furthermore, it encourages reflective teaching practices and supports personalized instruction, fostering holistic learner development. The study highlights the importance of viewing competency assessment as a dynamic process that goes beyond standardized testing, ultimately contributing to improved educational quality and better preparation of learners for academic, professional, and social environments.