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

Author

Listed:
  • Siti Raudhah M. Yusop

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Mohamad Sattar Rasul

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Ruhizan Mohammad Yasin

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Haida Umiera Hashim

    (English Language Department, Academy of Language Studies, Universiti Teknologi Mara, Shah Alam 40450, Malaysia)

Abstract
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.

Suggested Citation

  • Siti Raudhah M. Yusop & Mohamad Sattar Rasul & Ruhizan Mohammad Yasin & Haida Umiera Hashim, 2023. "Identifying and Validating Vocational Skills Domains and Indicators in Classroom Assessment Practices in TVET," Sustainability, MDPI, vol. 15(6), pages 1-27, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:6:p:5195-:d:1097803
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    References listed on IDEAS

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    1. Pill, Juri, 1971. "The Delphi method: Substance, context, a critique and an annotated bibliography," Socio-Economic Planning Sciences, Elsevier, vol. 5(1), pages 57-71, February.
    2. Wirawan Sumbodo & S. Supraptono & Anwar Meddaoui & S. Samsudi & Joko Widodo, 2020. "Study on assessment and factors supporting successful vocational high schools student of industrial class," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 28(2), pages 262-275.
    3. Che Rus Ridzwan & S. Malik & Zaliza Hanapi & Suriani Mohamed & Mohd Azlan Hussain & Shafeeqa Shahrudin, 2017. "Skills and Knowledge Competency of Technical and Vocational Education and Training Graduate," Asian Social Science, Canadian Center of Science and Education, vol. 13(4), pages 1-69, April.
    4. Nurin Asyikin Ahmad & Mohamad Sattar Rasul & Norasmah Othman & Nur Atiqah Jalaludin, 2022. "Generating Entrepreneurial Ideas for Business Development," Sustainability, MDPI, vol. 14(9), pages 1-11, April.
    5. Siti Raudhah M. Yusop & Mohammad Sattar Rasul & Ruhizan Mohamad Yasin & Haida Umiera Hashim & Nur Atiqah Jalaludin, 2022. "An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA," Sustainability, MDPI, vol. 14(9), pages 1-18, April.
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    Cited by:

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