A COMPETENCY-BASED ASSESSMENT FRAMEWORK FOR EVALUATING WEB TECHNOLOGY COMPETENCE IN HIGHER EDUCATION

Web technology courses require students to integrate coding, interface design, data management, testing, documentation, teamwork, and independent learning. Yet assessment in such courses can become dominated by the functionality of a final product, leaving the quality of the development process and professional competencies insufficiently represented. This conceptual study proposes an operational competency-based assessment framework for project-oriented web technology courses in higher education. The framework was developed through a purposive conceptual synthesis of foundational work on constructive alignment, formative assessment, rubrics, project-based learning, digital competence, and self-regulated learning. It specifies five competency dimensions—technical, problem-solving, collaborative, communication, and self-development competence—together with observable indicators, evidence sources, assessment methods, a four-level rubric, an illustrative weighting model, and safeguards for moderation and fairness. The model treats assessment as a five-stage cycle: evidence collection, criterion-based judgement, competency-level determination, feedback and moderation, and improvement followed by reassessment. Because the framework has not yet been empirically validated, its weights and cut scores are presented as adaptable design defaults rather than universal standards. The paper offers instructors a transparent starting point for course-level implementation and defines a research agenda for content validation, inter-rater reliability testing, usability evaluation, and examination of learning effects.

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