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

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.