Abstract

This paper examines measures to improve the quality of assessment in National Defense and Security Education through a competency-based approach at Electric Power University. The current situation indicates that assessment practices remain predominantly theory-oriented, insufficiently measure practical competencies, and lack clear rubrics and formative feedback mechanisms. A survey of 30 administrators and lecturers, along with 150 students, reveals shortcomings in assessment criteria, implementation methods, and supporting conditions. The study proposes standardizing learning outcomes, developing assessment matrices, and diversifying assessment formats through a combination of formative and summative approaches. It also recommends designing rubrics and checklists, establishing an item bank, enhancing the integration of digital technologies, and strengthening lecturers’ assessment competencies. The coordinated implementation of these measures is expected to enhance the objectivity, fairness, and effectiveness of assessment practices, thereby improving the overall quality of teaching and learning in the course at the university.

Keywords: Assessment, competency, evaluation, National Defense and Security Education, quality.