Unpacking Validity in Competence-Based Assessments through the 3H Model: Insights from Global CBA Frameworks

This paper examines the validity of Competence-Based-Assessment (CBA) in Zambia through the analytical framework of the 3H Model—Head (knowledge), Hands (skills), and Heart (values). Drawing insights from the Bhutan Competency-Based Assessment (CBA) Test Item Development Guide (BCSEA, 2022), the study redefines validity as the accurate measurement of learners’ holistic competencies across cognitive, psychomotor, and affective domains. Employing a qualitative descriptive approach, the research integrates policy analysis, teacher interviews, and literature synthesis. Findings indicate that while Zambia’s CBC emphasizes holistic development, assessment practices remain dominated by traditional cognitive testing. Teacher capacity gaps, lack of standardized rubrics, and limited infrastructure undermine validity. The paper proposes a national CBA-aligned assessment framework that operationalizes the Mulenga’s (2024) 3H Model for Zambia, guided by principles of validity, reliability, authenticity, fairness, and flexibility. Recommendations include nationwide capacity building, resource investment, and rubric standardization to align assessment with the CBC philosophy and Africa’s Agenda 2063本研究以3H模型——Head（知识）、Hands（技能）与Heart（价值观）——为分析框架，探讨赞比亚基于能力的评估（Competence-Based-Assessment, CBA）的有效性。本研究借鉴不丹基于能力的评估试题开发指南（Bhutan Competency-Based Assessment Test Item Development Guide, BCSEA, 2022），将有效性重新定义为对学习者在认知、动作技能与情感三大领域的综合能力的精准测量。本研究采用质性描述性研究方法，整合政策分析、教师访谈与文献综述三种研究路径。研究结果表明，尽管赞比亚的能力本位课程（Competency-Based Curriculum, CBC）强调综合素养发展，但当前评估实践仍以传统认知测试为主导。教师能力缺口、标准化评分量规的缺失以及基础设施不足，均对评估有效性造成损害。本研究提出一套契合基于能力的评估的国家级评估框架，该框架以有效性、可靠性、真实性、公平性与灵活性为原则，为赞比亚落地穆伦加（Mulenga, 2024）提出的3H模型提供实操路径。研究建议包括在全国范围内开展教师能力建设、投入相关资源以及推进评分量规标准化，以使评估体系契合能力本位课程的教育理念，并呼应非洲《2063年议程》。