Alignment Between Competency Objectives and Assessment in an Undergraduate Curriculum
Department of Medical Education, Medical College, Kolkata, West Bengal, India
Corresponding Author: Pal D, Doctus Journal of Medical Education.
Abstract
Competency-based curricula define what graduates must be able to do, but assessment often continues to measure what is easiest to test. We mapped 412 examination items across three subjects against the stated competencies and their required performance level. Only 34% of items assessed at the level the competency specified; the majority tested recall where the competency required demonstration or performance. Skill and attitude competencies were assessed least often, and psychomotor competencies were almost entirely absent from summative assessment. Curriculum reform that changes objectives without redesigning the assessment blueprint leaves the effective curriculum unchanged.
Keywords
Competency-Based Education; Assessment Blueprint; Constructive Alignment; Undergraduate Curriculum; Miller's Pyramid; Medical Education
How to Cite
Pal D and Sengupta A. “Alignment Between Competency Objectives and Assessment in an Undergraduate Curriculum”. Doctus Journal of Medical Education 1.2 (2026): 09-24.
Copyright and Licence
© 2026 Pal D. This is an open access article distributed under the Creative Commons Attribution Licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.