An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA
Abstract
:1. Introduction
- 1.
- What are the assessment approaches used to assess students in technical and vocational education?
- 2.
- What are the intended student learning outcomes of the educators’ assessment?
The Needs for a Systematic Literature Review Related to Student Learning Outcome from Assessment Approaches in TVET
2. Materials and Methods
2.1. Preferred Reporting Items
2.2. Formulation of Research Questions
2.3. Systematic Searching Strategy
2.3.1. Identification
2.3.2. Screening Phase
2.3.3. Eligibility
2.4. Quality Appraisal
2.5. Data Extraction and Analysis
2.6. Strength and Limitation
3. Results
3.1. The Selected Studies’ General Context
3.2. The Assessment Approaches and Students’ Learning Outcomes
3.3. Assessment Approaches Used to Assess Students in Technical and Vocational Education
3.3.1. Competency-Based Assessment (CBA)
3.3.2. Performance-Based Assessment
3.3.3. Formative Assessment
3.3.4. Criteria-Based Assessment
3.3.5. E-Portfolio Assessment
3.3.6. School-Based assessment
3.3.7. Summative Assessment
3.3.8. Workplace Assessment
3.3.9. Computer-Based Assessment
3.3.10. Scenario-Based Assessment
3.3.11. Inclusive-Based Assessment
3.3.12. Classroom-Based Assessment
3.4. Development of Learning Outcomes of TVET Assessment
3.4.1. Building Student Competencies
3.4.2. Formation of Student Performances
3.4.3. Formation of the Impact of Assessment
4. Discussion and Conclusions
5. Implication and Recommendations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
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Databases | Keywords Used | Identification Phase | Included Phase |
---|---|---|---|
SCOPUS | TITLE-ABS-KEY ((“assessment” OR “competency * assessment” OR “performance * assessment”) AND (“student * learning outcome *” OR “student * performances *” OR “students * competency *” AND (“technical and vocational education” OR “technical education” OR “vocational education” OR “TVET”)) | 35 | 14 |
WoS | TS = ((“assessment” OR “competency * assessment” OR “performance * assessment”) AND (“student * learning outcome *” OR “student * performances *” OR “students * competency *” AND (“technical and vocational education” OR “technical education” OR “vocational education” OR “TVET”)) | 28 | 10 |
Google Scholar | Using specific keywords from Scopus and WoS, as well as Boolean operators, phrase searches, and field code functions (either together or individually) as appropriate | 15 | 5 |
Publications earned | 78 | 29 |
Criterion | Eligibility | Exclusion |
---|---|---|
Literature type | Journal (research articles) | Book, book series, chapter in book, systematic review articles, conference proceeding |
Language | English | Non-English |
Timeline | Between 2015 and 2021 | 2014 and earlier |
Country/territory | World |
Authors/Country | Main Study Design | Assessment Approaches | Students Learning Outcome | ||
---|---|---|---|---|---|
Competency Development | Performance Development | Positive Impact of Assessment | |||
Ibrahim Mokhtar et al., (2017)—Malaysia | QL | FA | 1. Enhance learning (EL) 2. Succeed in achieving learning outcomes (SLO) 3. Build positive attitude (PA) | ||
Okolie et al., (2020)— Nigeria | QL | CBA | Employability skill (ES) | 1. Integrating theory and practice (ITP) 2. Enhance learning (EL) 3. Allow students to construct learning on their own (CL) | |
Hegarty et al., (2019)— New Zealand | MM | E-PA | 1. Build confident (BC) 2. Build networking (BN) 3. Reduced student fail (RSF) | ||
Ana et al., (2019)— Indonesia | MM | CBA | Technical competency (TC) Generic competency (GC) Industrial competency (IC) | ||
Mohamed et al., (2021)— Malaysia | QN | CBA | Work skill competency (WSC) | ||
Revilla-Cuesta et al., (2020)— Spain | MM | FA | Professional competencies (PC) | ||
Abdul Musid et al., (2019)— Malaysia | QL | CBA | Technical skill (TC) soft skill (GC) | ||
Slogar et al., (2021)— Croatia | QN | CBA | Leadership skills (LS) entrepreneurial competencies (ECS) | ||
Levanova et al., (2020)—Rusia | QL | CRBA | Project competency (PC) | ||
Yamada et al., (2018)— Ethiopia | QN | PBA | Comprehensive skills (CS) | ||
Hashim et al., (2019)— Malaysia | MM | SBA | Develop knowledge construction process (KCP) | ||
Nzembe (2018)— South Africa | QL | SA | 1. Students were happy in the way they were assessed (AT) 2. They expressed satisfaction on the way they are assessed (AT) | ||
Kim et al., (2019)— Rwanda | QN | CBA | Developing content knowledge skill (CKS) and Instructional skills (IS) | ||
Mazin et al., (2020)—Malaysia | MM | CBA | Learning competency (LC) | Learning analytics (LA) | |
Hui et al., (2017)— Malaysia | QN | PBA | Progressive performance and technology innovation performances (PTIP) | ||
Mohd Ali et al., (2019)— Malaysia | QN | PBA | Students’ performance in Mathematic (SPM) | Reduces students’ anxiety towards math (AT) | |
Ab Rahman et al., (2020)— Malaysia | MM | PBA | Student performance in item laboratory assessment (PLA) | ||
Bekri et al., (2015)— Malaysia | QN | CBA | Development of 4 domains; in ICT Skills (ICTS) | ||
Dogara et al., (2020)—Nigeria | QN | FA | Soft skills and teamwork skills (GS) | ||
Sugiyanto et al., (2020)— Indonesia | MM | CBA | Project competency including (PC) | ||
Dahlback et al., (2020)— Norway | QL | WBA | Teaching practice competency (TPC) | Integrating both theory and practice (ITP) | |
Gulikers et al., (2018) —The Netherlands | QL | CBA | 1. Student learned a lot from the assessment (EL) 2. Student motivational for their preparation for VET (AT) | ||
Rausch et al., (2016)—German | QN | COMA | Problem solving competency (PSC) | ||
Seifried et al., (2020)—German | QN | PBA | Problem solving competency (PSC) | ||
Lee at al. (2020)— Malaysia | QL | CBA | Teaching practice competency (TPC) | ||
Ewing et al., (2017)—Australia | MM | SCBA | Competency in mathematics and numeracy (SPM) | ||
Nkalane (2018)—South Africa | QL | IA | Student’s success in learning (EL) | ||
Avdarsol et al., (2020)—Kazakhstan | QL | CRBA | Student’s functional literacy in computer science (ICTC) | ||
Sephokgole et al., (2019)— South Africa | QN | CLBA | Student knowledge and skills to meet real life situation (BKS) |
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Yusop, S.R.M.; Rasul, M.S.; Mohamad Yasin, R.; Hashim, H.U.; Jalaludin, N.A. An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability 2022, 14, 5225. https://doi.org/10.3390/su14095225
Yusop SRM, Rasul MS, Mohamad Yasin R, Hashim HU, Jalaludin NA. An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability. 2022; 14(9):5225. https://doi.org/10.3390/su14095225
Chicago/Turabian StyleYusop, Siti Raudhah M., Mohammad Sattar Rasul, Ruhizan Mohamad Yasin, Haida Umiera Hashim, and Nur Atiqah Jalaludin. 2022. "An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA" Sustainability 14, no. 9: 5225. https://doi.org/10.3390/su14095225