Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET

Technical and vocational education training (TVET) assessment is crucial in determining students’ desired learning outcomes. However, there are several issues with TVET assessment, including vocational skills that are not aligned with the learning outcomes. Teacher assessment practices are also inco...

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Published in:Sustainability (Switzerland)
Main Author: M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
Format: Article
Language:English
Published: Multidisciplinary Digital Publishing Institute (MDPI) 2023
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169665968&doi=10.3390%2fsu15065195&partnerID=40&md5=c08c588c0990623ba1ace947cab17a0e
id 2-s2.0-85169665968
spelling 2-s2.0-85169665968
M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
2023
Sustainability (Switzerland)
15
6
10.3390/su15065195
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169665968&doi=10.3390%2fsu15065195&partnerID=40&md5=c08c588c0990623ba1ace947cab17a0e
Technical and vocational education training (TVET) assessment is crucial in determining students’ desired learning outcomes. However, there are several issues with TVET assessment, including vocational skills that are not aligned with the learning outcomes. Teacher assessment practices are also inconsistent with the assessment’s purposes. Due to that, this study aims to discuss the classification and integration of vocational skill domains and indicators for classroom assessment practice in TVET subjects. This study employed the modified Delphi technique (MDT), which consists of two study phases. The first phase identifies vocational skill domains by exploring the concept of TVET assessment and student skill development by conducting a literature review. The second phase involved validating vocational skill indicators and TVET assessment practices indicators through the consensus of 19 TVET experts. According to the literature findings, TVET assessment requires the integration of industrial revolution (IR) 4.0 generic skills and career adaptability skills, in addition to technical skills, which serve as the foundation for developing skills and competencies. TVET assessment aspects include cognitive, psychomotor, and affective aspects, and all domains and indicators have high expert consensus. © 2023 by the authors.
Multidisciplinary Digital Publishing Institute (MDPI)
20711050
English
Article
All Open Access; Gold Open Access
author M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
spellingShingle M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
author_facet M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
author_sort M. Yusop S.R.; Rasul M.S.; Mohammad Yasin R.; Hashim H.U.
title Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
title_short Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
title_full Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
title_fullStr Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
title_full_unstemmed Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
title_sort Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET
publishDate 2023
container_title Sustainability (Switzerland)
container_volume 15
container_issue 6
doi_str_mv 10.3390/su15065195
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169665968&doi=10.3390%2fsu15065195&partnerID=40&md5=c08c588c0990623ba1ace947cab17a0e
description Technical and vocational education training (TVET) assessment is crucial in determining students’ desired learning outcomes. However, there are several issues with TVET assessment, including vocational skills that are not aligned with the learning outcomes. Teacher assessment practices are also inconsistent with the assessment’s purposes. Due to that, this study aims to discuss the classification and integration of vocational skill domains and indicators for classroom assessment practice in TVET subjects. This study employed the modified Delphi technique (MDT), which consists of two study phases. The first phase identifies vocational skill domains by exploring the concept of TVET assessment and student skill development by conducting a literature review. The second phase involved validating vocational skill indicators and TVET assessment practices indicators through the consensus of 19 TVET experts. According to the literature findings, TVET assessment requires the integration of industrial revolution (IR) 4.0 generic skills and career adaptability skills, in addition to technical skills, which serve as the foundation for developing skills and competencies. TVET assessment aspects include cognitive, psychomotor, and affective aspects, and all domains and indicators have high expert consensus. © 2023 by the authors.
publisher Multidisciplinary Digital Publishing Institute (MDPI)
issn 20711050
language English
format Article
accesstype All Open Access; Gold Open Access
record_format scopus
collection Scopus
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