An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA

• Published in: Sustainability (Switzerland)
• Main Author: Yusop S.R.M.; Rasul M.S.; Yasin R.M.; Hashim H.U.; Jalaludin N.A.
• Format: Article
• Language: English
• Published: MDPI 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128811288&doi=10.3390%2fsu14095225&partnerID=40&md5=27f8d530cf37861f9aef12803a767e7e

Technical and vocational education and training (TVET) assessments give precise feedback on whether students have successfully attained learning outcomes. It can improve teaching quality and empower students, educators, and stakeholders to take action. Only a few studies have attempted to review the literature on this topic systematically. The PRISMA (preferred reporting items for systematic reviews and meta-analysis) criteria are used to guide this systematic review, which uses the following three key databases: Web of Science (WoS), Scopus, and Google Scholar. A thorough search of the electronic database utilising keywords and search strings yielded 78 publications published between 2015 and 2021, with 29 studies related to the topic highlighted. The Mixed Methods Appraisal Tool is used to evaluate all of the chosen articles (MMAT). The findings reveal that students’ learning outcomes are frequently examined utilising a competency-based assessment technique in TVET. Competence is used to assess students’ learning results, and it is advised that student competency development be prioritised. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.