FORMATIVE ASSESSMENT IN THE COMPETENCY-BASED APPROACH: CHALLENGES, ADVANCES, AND THE ROLE OF ARTIFICIAL INTELLIGENCE IN CONTEMPORARY EDUCATION

Authors

  • Sonia Enith Peña Bernal

DOI:

https://doi.org/10.56219/dialctica.v3i26.4865

Keywords:

formative assessment, competency-based approach, artificial intelligence in education

Abstract

Formative assessment within the competency-based approach has presented a complex challenge in contemporary education due to tensions between theory, educational policy, and teaching practice. Its implementation has faced conceptual and methodological gaps, especially in systems traditionally oriented toward summative assessments. However, recent advances in the development of qualitative instruments, digital technologies, and the strengthening of the teacher's role have pointed toward a more reflective, continuous, and personalized assessment. This systematic review analyzed studies published between 2020 and 2024, with a particular focus on the incorporation of artificial intelligence (AI) in competency-based formative assessment. Fifty-three methodologically sound articles from diverse regions and educational levels were selected, demonstrating both the transformative potential and the limitations of these technologies. The results highlighted the persistent conceptual ambiguity surrounding the term "competency," which has hindered its homogeneous assessment. Furthermore, a gap was observed between regulatory frameworks that promote comprehensive assessments and their practical application, which is frequently reduced to numerical grades. The outbreak of the pandemic accelerated the adoption of digital technologies, revealing challenges in teachers' technological skills and learning conditions. Recent studies showed that algorithms based on natural language processing and deep learning significantly improved formative feedback, enabling more personalized and scalable assessment. Furthermore, new strategies such as "Assessment Through Teaching" demonstrated that collaborative and technology-mediated activities enhanced understanding and reduced academic dishonesty. Finally, the need to bridge the gap between theory and practice was identified through specialized teacher training, curriculum alignment with competency-based approaches, and the transformation of institutional cultures toward more flexible and reflective models. The integration of emerging technologies, especially AI, opened a promising horizon for overcoming structural limitations and moving toward authentic formative assessment focused on the student's holistic development.

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Author Biography

Sonia Enith Peña Bernal

Institución Educativa

Instituto Pijao, Quindío,

Colombia

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Published

2026-02-01

How to Cite

Sonia Enith Peña Bernal. (2026). FORMATIVE ASSESSMENT IN THE COMPETENCY-BASED APPROACH: CHALLENGES, ADVANCES, AND THE ROLE OF ARTIFICIAL INTELLIGENCE IN CONTEMPORARY EDUCATION. DIALÉCTICA, 3(26). https://doi.org/10.56219/dialctica.v3i26.4865

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Vol. 3 No. 26 (2025): DIALÉCTICA

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Revisión Bibliográfica

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