abstract
- This paper examines the alignment between competency-based assessments and standardized exam performance among undergraduate engineering students. Through the analysis of two cohorts in a software engineering program, the study compares internal competency evaluations with national exam results from the EGEL-ISOFT assessment. Findings demonstrate a strong correlation between students' internal performance and their outcomes on the standardized exam, indicating that competency-based assessments can serve as reliable predictors of external success. The study also highlights areas where minor discrepancies persist, suggesting opportunities for refining assessment rubrics and improving evaluator calibration. These results support the integration of competencybased learning with standardized exam preparation to provide students with accurate, formative feedback and to ensure they are well-equipped for both academic evaluations and professional demands.