Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 57Vocational Education and TrainingVocational and Entrepreneurial EducationStudent Assessment and Feedback

The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.

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

Open access
Yusop, Siti Raudhah M., Rasul, Mohammad Sattar, Mohamad Yasin, Ruhizan, Hashim, Haida Umiera, Jalaludin, Nur Atiqah·2022·Sustainability
DOI 10.3390/su14095225
Open this paper in CoChat — free accountOpen PDF

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.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.3390/su14095225

Cites

7 of 7 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 7 references

Research works printed but not linked: 55

  1. UNESCO Technical Vocational and Education Training (TVET) 1 (2021). Sub-Education Policy Review Report: Technical and Vocational and Training (TVET), UNESCO.
  2. Mulder, M. (2017). Competence-Based Vocational and Professional Education, Springer. · DOI
  3. Yunos, J.M., Salleh, K.M., Sern, L.C., Sulaiman, N.L., Mohamad, M.M., Abidin, N.A.Z., and Sahdan, S. (2017, January 9–10). In Proceedings of the 2017 IEEE 9th International Conference on Engineering Education, Kanazawa, Japan.
  4. Mulder, M. (2017). Technical and Vocational Education and Training Issues, Concerns and Prospects. Competence-Based Vocational and Professional Education, Springer. · DOI
  5. Hashim, 2021, An Observation on Implementation of Classroom Assessment in Technical and Vocational Education and Training (TVET) Subject Area, J. Tech. Educ. Train., 13, 190
  6. Khan, 2018, A Modified Peer Rating System to Recognise Rating Skill as a Learning Outcome, Assess. Eval. High. Educ., 43, 58, 10.1080/02602938.2017.1280721 · DOI
  7. Haolader, 2015, The Taxonomy for Learning, Teaching and Assessing: Current Practices at Polytechnics in Bangladesh and Its Effect in Developing Students’ Competences, Int. J. Res. Vocat. Educ. Train., 2, 99
  8. Pattalitan, 2016, The Implications of Learning Theories to Assessment and Instructional Scaffolding Techniques, Am. J. Educ. Res., 4, 695
  9. Mittal, 2018, Quality Assessment Framework for Educational Institutions in Technical Education: A Literature Survey, Horizon, 26, 270, 10.1108/OTH-08-2017-0066 · DOI
  10. Boahin, 2013, A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills, J. Vocat. Educ. Train., 65, 385, 10.1080/13636820.2013.834954 · DOI
  11. Tan, 2015, Large-Scale Implementation of Formative Assessment Practices in an Examination-Oriented Culture, Assess. Educ. Princ. Policy Pract., 22, 61
  12. Xiao, 2019, Guidance on Conducting a Systematic Literature Review, J. Plan. Educ. Res., 39, 93, 10.1177/0739456X17723971 · DOI · Paper page
  13. Baird, J.-A., Hopfenbeck, T.N., Newton, P., Stobart, G., and Steen-Utheim, A.T. (2014). State of the Field Review Assessment and Learning, Norwegian Knowledge Centre for Education.
  14. Black, 2018, Classroom Assessment and Pedagogy, Assess. Educ. Princ. Policy Pract., 25, 551
  15. Shepard, 2019, Classroom Assessment to Support Teaching and Learning, Ann. Am. Acad. Political Soc. Sci., 683, 183, 10.1177/0002716219843818 · DOI
  16. Rusalam, 2019, Development of Authentic Assessment in TVET, Adv. Soc. Sci. Educ. Humanit. Res., 299, 343
  17. Gillis, 2008, Competency Assessment Approaches to Adult Education, David Barlow Publ., 1, 227
  18. Higgins, 2011, The Cochrane Collaboration’s Tool for Assessing Risk of Bias in Randomised Trials, BMJ, 343, d5928, 10.1136/bmj.d5928 · DOI · Paper page
  19. Martin, 2020, A Synthesis of Systematic Review Research on Emerging Learning Environments and Technologies, Educ. Technol. Res. Dev., 68, 1613, 10.1007/s11423-020-09812-2 · DOI
  20. Shaffril, 2021, Guidelines for Developing a Systematic Literature Review for Studies Related to Climate Change Adaptation, Environ. Sci. Pollut. Res., 28, 22265, 10.1007/s11356-021-13178-0 · DOI
  21. Zhu, 2020, A Tale of Two Databases: The Use of Web of Science and Scopus in Academic Papers, Scientometrics, 123, 321, 10.1007/s11192-020-03387-8 · DOI · Paper page
  22. Flemming, 2019, Qualitative Evidence Synthesis for Complex Interventions and Guideline Development: Clarification of the Purpose, Designs and Relevant Methods, BMJ Glob. Health, 4, e000882, 10.1136/bmjgh-2018-000882 · DOI · Paper page
  23. Ahmad, 2015, Assessment for Learning: Practice in TVET, Procedia-Soc. Behav. Sci., 204, 119, 10.1016/j.sbspro.2015.08.124 · DOI
  24. Mohamed, 2021, Workplace Skills and Teacher Competency from Culinary Arts Students’ Perspectives, Pertanika J. Soc. Sci. Humanit., 29, 107
  25. Husain, 2019, The Delevopment of On Job Training Assessment Constructs and Elements for Construction Technology Students in Malaysian Vocational College, J. Tech. Educ. Train., 11, 26
  26. Jerin, 2021, Self-Assessment of Entrepreneurial Competencies of Students of Higher Education, Zbor. Veleuč. U Rij., 9, 79, 10.31784/zvr.9.1.5 · DOI
  27. Kim, 2019, Further Training Needs for TVET Trainers: Lessons from a National Survey on Rwandan TVET Trainers’ Instructional Competencies, J. Tech. Educ. Train., 11, 32
  28. Mazin, K.A., Norman, H., Nordin, N., and Ibrahim, R. (2020). Student Self-Recording Videos for TVET Competency in MOOCs. J. Phys. Conf. Ser., 1529. · DOI
  29. Dogara, 2020, The Impact of Assessment Techniques on the Relationship between Work-Based Learning and Teamwork Skills Development, IEEE Access, 8, 59715, 10.1109/ACCESS.2020.2983487 · DOI
  30. Sugiyanto, 2020, Integration of Mobile Learning and Project-Based Learning in Improving Vocational School Competence, J. Tech. Educ. Train., 12, 55
  31. Gulikers, 2018, An Assessment Innovation as Flywheel for Changing Teaching and Learning, J. Vocat. Educ. Train., 70, 212, 10.1080/13636820.2017.1394353 · DOI
  32. Lee, 2020, Assessment of Teaching Practice Competency among In-Service Teacher Degree Program (PPG) in Universiti Tun Hussein Onn Malaysia, J. Tech. Educ. Train., 12, 181
  33. Bekri, 2015, The Formation of an E-Portfolio Indicator for Malaysia Skills Certificate: A Modified Delphi Survey, Procedia -Soc. Behav. Sci., 174, 290, 10.1016/j.sbspro.2015.01.660 · DOI
  34. Yusof, 2020, The Effect of Rubric on Rater’s Severity and Bias in Tvet Laboratory Practice Assessment: Analysis Using Many-Facet Rasch Measurement, J. Tech. Educ. Train., 12, 57
  35. Seifried, J., Brandt, S., Kögler, K., and Rausch, A. (2020). The Computer-Based Assessment of Domain-Specific Problem-Solving Competence—A Three-Step Scoring Procedure. Cogent Educ., 7. · DOI
  36. Nordin, 2019, The Effect of Computerized-Adaptive Test on Reducing Anxiety towards Math Test for Polytechnic Students, J. Tech. Educ. Train., 11, 27
  37. Yamada, 2018, Explaining Differing Perceptions of Employees’ Skill Needs: The Case of Garment Workers in Ethiopia, Int. J. Train. Dev., 22, 51, 10.1111/ijtd.12118 · DOI
  38. Hui, S.E., Baharun, S.B., and Mahrin, M.N. (2017, January 13–16). Skills Bio-Chart as Novel Instrument to Measure TVET Students’ Progressive Performances. Proceedings of the 2017 7th World Engineering Education Forum, WEEF 2017-In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 201, Kuala Lumpur, Malaysia. · DOI
  39. Levanova, 2020, Students’ Project Competency within the Framework of STEM Education, Int. J. Emerg. Technol. Learn., 15, 268, 10.3991/ijet.v15i21.15933 · DOI
  40. Revilla-Cuesta, V., Skaf, M., Manso, J.M., and Ortega-López, V. (2020). Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course. Sustainability, 12. · DOI
  41. Baharin, 2017, Innovative Approaches to Assessment: Develop a Sense of Direction to Promote Students Learning, Pertanika J. Soc. Sci. Humanit., 25, 149
  42. Avdarsol, 2020, Criteria-Based Assessment as the Way of Forming Students’ Functional Literacy in Computer Science, Period. Tche Quim., 17, 41
  43. Hegarty, 2019, A Teacher’s Influence on Student Engagement: Using Smartphones for Creating Vocational Assessment EPortfolios, J. Inf. Technol. Educ. Res., 18, 113
  44. Hashim, 2019, Knowledge Construction Process in Open Learning System among Technical and Vocational Education and Training (TVET) Practitioners, J. Tech. Educ. Train., 11, 73
  45. Nzembe, 2018, Access, Participation and Success: The Tri-Dimensional Conundrum of Academic Outcomes in a South African TVET College, Acad. J. Interdiscip. Stud., 7, 31, 10.2478/ajis-2018-0044 · DOI
  46. Dahlback, 2020, The Importance of Authentic Leadership, Dev. Learn. Organ. Int. J., 7, 302
  47. Rausch, 2016, Reliability and Validity of a Computer-Based Assessment of Cognitive and Non-Cognitive Facets of Problem-Solving Competence in the Business Domain, Empir. Res. Vocat. Educ. Train., 8, 9, 10.1186/s40461-016-0035-y · DOI
  48. Ewing, 2017, An Exploration of Assessment Approaches in a Vocational and Education Training Courses in Australia, Empir. Res. Vocat. Educ. Train., 9, 14, 10.1186/s40461-017-0058-z · DOI
  49. Nkalane, 2018, Inclusive Assessment Practices in Vocational Education: A Case of a Technical Vocational Education and Training College, Int. J. Divers. Educ., 17, 39, 10.18848/2327-0020/CGP/v17i04/39-50 · DOI
  50. Sephokgole, 2019, Student Perception of Lecturers’ Assessment Practices at Technical and Vocational Education and Training (TVET) Colleges in South Africa, World Trans. Eng. Technol. Educ., 17, 398
  51. Ana, 2020, Assessment of Student Competence Using Electronic Rubric, J. Eng. Sci. Technol., 15, 3559
  52. Okolie, 2020, Improving Graduate Outcomes: Implementation of Problem-Based Learning in TVET Systems of Nigerian Higher Education, High. Educ. Ski. Work. -Based Learn., 11, 92, 10.1108/HESWBL-12-2018-0140 · DOI
  53. Ana, 2019, Applicability of Competency-Based Assessment for TVET Interns: Comparing between Indonesia and Laos, J. Tech. Educ. Train., 11, 46
  54. Jayalath, 2020, Gamification to Enhance Motivation and Engagement in Blended ELearning for Technical and Vocational Education and Training, Technol. Knowl. Learn., 27, 91, 10.1007/s10758-020-09466-2 · DOI
  55. Boehner, M.M. (2022, February 08). High Quality Teaching and Assessing in TVET: The Road to Enhanced Learning Outcomes 2017, 2, pp. 1–232. Available online: https://www.academia.edu/35212852/High_Quality_Teaching_and_Assessing_in_TVET_The_Road_to_Enhanced_Learning_Outcomes_High_Quality_Teaching_and_Assessing_in_TVET_Series_on_Quality_in_TVET_Volume_2_Tertiary_and_Vocational_Education_Commission.

Cited by

See all 57

Metadata

Authors
Yusop, S. R. M., Rasul, M. S., Mohamad Yasin, R., Hashim, H. U., & Jalaludin, N. A.
Affiliations
  • National University of Malaysia (MY)
  • Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Universiti Teknologi MARA System (MY)
ORCID
Venue
Sustainability
Publisher
MDPI AG
Published
2022-04-26
Volume
14
Issue
9
Pages
5225
ISSN
2071-1050 (ISSN-L)
DOI
10.3390/su14095225
OpenAlex
W4224939630
Cited by
57
References
7
Citations by year
2026: 19 · 2025: 13 · 2024: 10 · 2023: 12 · 2022: 3
FWCI
2.23
Type
journal article
Language
en
Open access
Licence
Locations
  • Sustainability (publishedVersion, cc-by)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
National University of Malaysia (PDE52)
Topics
  • Social Sciences › Education › Vocational Education and Training
  • Social Sciences › Education › Vocational and Entrepreneurial Education
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
technical and vocational education and training, assessment methods, learning outcomes, competency-based assessment, student competence development, assessment for learning, teaching quality

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. https://app.cochat.ai/papers/10.3390/su14095225
The paper
Yusop, S. R. M., Rasul, M. S., Mohamad Yasin, R., Hashim, H. U., & Jalaludin, N. A. (2022). An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability. https://doi.org/10.3390/su14095225

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.