Findings from a University-wide Pilot of Competency Grading

2pm, Monday 26 October 2026

Abstract

Competency-based assessment (CBA) has attracted growing interest as an alternative to traditional mark-based grading, with proponents arguing that it can reduce assessment anxiety, improve student engagement, and focus learning on mastery rather than ranking. This presentation reports on findings from a university-wide pilot of competency grading at UNSW involving approximately 5,000 enrolments across 25 courses in 2025, followed by substantial expansion in 2026. The presentation will outline the design principles underpinning CBA, including clear learning outcomes, explicit competency standards, multiple opportunities to demonstrate learning, constructive alignment, and a requirement that students demonstrate competence in all essential areas.

Survey data and qualitative student feedback will be used to explore the impact of competency grading on student stress, learning, enjoyment, peer relationships, perceptions of fairness, and preferences for future assessment.

The seminar will also discuss recent changes to UNSW's Assessment and Progression Policy, which now formally recognises competency-based assessment and provides guidance for its implementation. Particular attention will be given to the practical implications for course design, assessment design, feedback, progression requirements, and workload management. The presentation will conclude with lessons learned from implementation across a range of disciplines and considerations for academics interested in incorporating competency-based approaches into their own teaching practice.