Assessment-Task Calibration against Competence Progression in Project-Based Management Courses
Keywords:
Assessment Calibration, Competence Progression, Project-Based Learning, Management Education, Instructional DesignAbstract
The alignment of assessment tasks with the progressive development of student competences remains a critical challenge in higher education, particularly within project-based management courses. These courses inherently demand the synthesis of theoretical knowledge and practical application, necessitating assessment mechanisms that evolve in complexity alongside the learners cognitive and operational progression. This paper investigates the concept of assessment-task calibration, an instructional design strategy that dynamically aligns formative and summative evaluations with predefined milestones of competence acquisition. Through a comprehensive longitudinal analysis, this study evaluates how calibrated assessment architectures influence student learning outcomes, skill retention, and intrinsic motivation compared to traditional, static assessment models. The research employs a mixed-methods methodology, integrating quantitative performance metrics from student cohorts with qualitative feedback from educators and industry stakeholders. Findings indicate that dynamically calibrated tasks significantly enhance students abilities to master complex project management domains, such as risk mitigation, stakeholder communication, and resource allocation. Furthermore, the systematic alignment reduces cognitive overload during the initial phases of learning while providing adequate rigor during advanced stages. This paper provides a robust theoretical framework and practical guidelines for educators to implement assessment calibration, ultimately fostering more effective and equitable project-based management education.
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Copyright (c) 2026 Zewdu Wolde, Marta Desta
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