On the measurement of competency

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Beyond dichotomies: Competence viewed as a continuum (2015, background): “The Collegiate Learning Assessment provides an example, sampling tasks from newspapers and other common sources and constructing an assessment around them to tap critical thinking, analytic reasoning, problem solving and communication (Benjamin, 2013; Shavelson, 2010).”
On an Approach to Testing and Modeling Competence (2013, background): “Example 5: Assessment of College Students’ 21st-Century Skills The final example is drawn from a project aimed at measuring college students learning to think critically, reason analytically, solve problems, and communicate (Shavelson, 2010a).”
Conceptions of Professional Competence (2014, background): “As to the lack of measurability, there is a host of recent literature that especially deals with competence measurement and assessment (Hartig, Klieme and Leutner, 2008; Shavelson, 2010; Winther, 2010; Blömeke, Zlatkin-Troitschanskaia, Kuhn and Fege, 2013).”
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021, background): “The modelling competency was defined as one of the eight competencies, which were seen as aspects of a holistic description of mathematical competency, in the sense of Shavelson (2010).”