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

Abstract

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.

A Systematic Review of the Impact of Physical Activity on Cognitive and Noncognitive Development in Chinese University Students

“…Moreover, well-known databases were used to determine the literature: PubMed, Web of Science (WoS), and Scopus. Based on these facts, WoS, since 1997, is an up-to-date contemporary database that has published over 3000 journals in the last 15 years that support researchers in retrieving large datasets [37]. Finally, SCOPUS is a database of indexed journals with excellent literature and more than 2500 journals related to multiple disciplines [37].…”

Designing complex, challenging and creative assessments for work preparedness: A review of competency-based assessment

“…In the CBA-oriented articles referred to here, validity is mostly anchored to the concept of 'authentic assessment', or assessment which mirrors real-world problem-solving, which is itself a core principle of CBA (Gulikers et al, 2018;Yusop et al, 2022). Principles of reliability, fairness and the related concept of formative preparation are in turn embedded in the use of criteria in integrated holistic assessment approaches (see, e.g., Sluijsmans et al, 2008).…”

“…As testimony to this, the desktop research conducted for this article was able to locate only approximately 46 international and local articles focused primarily on internal college-level vocational assessment. Similarly, Yusop, Rasul, Yasin, Hashim and Jalaludin (2022), in their Technical and Vocational Education and Training (TVET) assessment review, were able to narrow their research to 29 assessment articles between 2015 and the present. This review article reports on research into college-level vocational assessment practices from the past 15-20 years.…”

“…This focus on CBA is commensurate with other review work on assessment in the TVET sector. For example, Yusop et al (2022), in their assessment review article, note that nearly half the articles they cited were CBA-based. However, the percentage of CBA was most probably much higher as they classified assessment articles according to whether the authors had self-identified assessments as, for example, portfolio, scenario, criterion-based and formative assessments.…”

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“…Before COVID-19 took hold, teaching in engineering was mainly characterized by face-to-face classes taught through lectures [12] where the teacher explained the theory or exercises, while the students took the notes that they considered necessary. Subsequently, the student's task was to study those notes, so as to prepare for the exams that they had to pass to graduate from the course.…”