<![CDATA[The integration of 21st-century competencies, particularly critical thinking, communication, creativity, and collaborative awareness, has become an important focus in higher education, including statistics education for prospective mathematics teachers. However, assessment practices in statistics courses continue to emphasize procedural calculations rather than evaluating students’ reasoning, interpretation, and communication of statistical findings in authentic contexts. Furthermore, few studies have explored students’ competency profiles through case-based assessment in statistics education using an analytic rubric. This study aimed to explore students’ competency profiles across the four 4C dimensions through a case-based assessment in the Statistics Methods course. A descriptive exploratory approach was employed involving 24 third-semester undergraduate students enrolled in the Mathematics Education Program at Universitas Katolik Santo Thomas. The assessment consisted of four contextual case-based questions, each designed to represent one of the four dimensions: critical thinking, communication, creativity, and collaborative awareness. Students’ written responses were analyzed using a four-level analytic rubric developed as a preliminary assessment instrument. The findings indicate that communication (M = 3.63) and critical thinking (M = 3.45) demonstrated the highest performance, whereas creativity (M = 2.95) and collaborative awareness (M = 2.95) showed comparatively lower performance. Overall, the assessment provided diagnostic information for identifying students’ strengths and areas requiring further instructional support across the four competency dimensions. These findings highlight the value of case-based assessment as an approach for mapping students’ competency profiles and informing the development of more balanced assessment practices in statistics education for prospective mathematics teachers.]]>
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