Competency-based assessment plays an important role in the development of learners’ education as it enables them to demonstrate their expertise and readiness for professional life. The competencies of ‘KRU RAK THIN’ scholarship recipients in remote and underprivileged areas reflect the learning outcomes that teacher education institutions should achieve to meet the basic needs of community schools in these areas. The competency-based assessment model developed utilizes real-life scenarios from the teaching environment of community schools in remote and underprivileged areas to create simulations in which student teachers can apply their existing problem-solving skills. The aim of this study is to develop a competency-based assessment model for third-year student teachers in the ‘KRU RAK THIN’ program. The study found that the competency-based assessment model for these students consists of the following elements: (1) assessment of scholarship students’ competencies, with assessors taking on two interrelated roles: Coaching and Evaluation; (2) a simulated, situation-based competency-based assessment activity; and (3) data on student competencies along with individual development strategies. The quality assessment of this competency-based assessment model for the third-year students found it to be of the highest quality regarding authenticity, cognitive complexity, meaningfulness, directness, comparability, transparency, fairness, cost and benefit, educational consequences, and reproducibility of decisions. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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