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Evaluating competencies achieved by students within a subject and its different topics is a multivariable and complex task whose outcome should provide actual information on their evolution. A relevant feature when a continuous assessment (CA) rules this evaluation is to track their learning process so that pertinent feedforward may be harnessed to proactively promote improvement when required. As this process is performed via a number of activities, such as lectures, problem solving, and lab practice, different competencies are developed, depending on the recurrence and type of conducted activity. Measuring and registering their achievement is the leitmotif of competency-based assessment. In this paper, we assemble topic, activity and competency data into a 3D matrix array to form what we call a TAC cuboid. This cuboid showcases a detailed account of each student evolution, aiding instructors and students to design and follow, respectively, an individualized curricular strategy within a continuous and aligned assessment methodology, which facilitates each student to adequately modify his/her level of development of each competency. In addition, we compare the TAC cuboids’ usage in grading a mathematics subject versus a traditional CA method as well as when a dynamical continuous assessment approach is considered to measure the achievement of mathematical competencies.

A Cuboid Registers Topic, Activity and Competency Data to Exude Feedforward and Continuous Assessment of Competencies