Assessment of professional competence in a construction management problem-based learning setting

This paper discusses the congruence between problem-based learning (PBL) and competency-based assessment and describes how competency-based assessment has been implementedin a professional construction management programme. The design and underlying principles of assessment approaches used to determine students' professional competence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staff and student experiences in the construction management programme, the authors describe the issues and challenges they have encountered in implementing competency-based assessment in a PBL programme within the context of higher education.