580 California St., Suite 400
San Francisco, CA, 94104
Key research themes
1. How can competency-based and authentic assessment frameworks be effectively designed and operationalized in vocational education?
This theme investigates the development, characteristics, and operationalization of competency-based education (CBE) and authentic assessment frameworks tailored to vocational education. It examines how these frameworks align educational outcomes with workforce needs, ensure assessment validity and reliability, and address contextual and cultural considerations to improve student learning and employability.
Key finding: This work offers a comprehensive conceptualization of competence-based vocational education, emphasizing alignment of competence needs with societal standards and labor market demands. It highlights challenges including the... Read more
Key finding: This empirical study assessed the quality of summative competence-based assessments (CBAs) in vocational education by triangulating evaluations from developers, teachers, students, and employers. Findings validate several... Read more
Key finding: This paper presents a stepwise operationalization of competency-based assessment contextualized for cultural and gender-specific education environments, focusing on UAE medical education. By adapting an internationally... Read more
Key finding: This case study of a Master in Health Professions Education (CBE program) identifies and addresses challenges in assessment design within competency-based education, highlighting the importance of an independent assessment... Read more
Key finding: This guide elucidates the theoretical foundations and practical considerations of authentic assessment in vocational education, emphasizing the integration of learning, teaching, and assessment grounded in real-world tasks.... Read more
2. What methodologies and frameworks improve the validity, reliability, and quality control of vocational assessments?
This research theme addresses the challenges and strategies in ensuring the quality, content validity, moderation, and reliability of vocational assessments. It explores expert validation methods, moderation processes, as well as content and construct validity analyses to improve assessment instruments and foster consistent, defensible evaluation outcomes across diverse contexts in vocational education.
Key finding: The study demonstrates a rigorous content validity analysis process for vocational assessment instruments by employing expert panels and item assessments within an electrical technology course in Malaysian higher education.... Read more
Key finding: Addressing inconsistencies and quality issues in vocational assessment judgments, this report advocates for a moderation system acting as an assessment quality control mechanism. It distinguishes between quality assurance and... Read more
Key finding: Utilizing a modified Delphi technique with 19 experts, this study identifies and validates specific vocational skill domains and indicators for classroom assessment practices within TVET subjects in Malaysia. The... Read more
Key finding: Through a systematic literature review guided by PRISMA, this study finds that competency-based assessment is the predominant approach used to measure learning outcomes in TVET. It highlights ongoing challenges such as... Read more
Key finding: This report reviews a range of traditional and alternative assessment methods (e.g., portfolios, performance events) in vocational education, addressing their quality and feasibility. It emphasizes a trade-off between... Read more
3. How does student self-assessment and perception impact vocational learning and assessment effectiveness?
This theme examines the role of self-assessment in vocational education and training as a formative tool enhancing self-regulated learning and student engagement. It also investigates students' perceptions of vocational assessments, their utility, and effect on career decision-making, highlighting implications for instructional design and transition planning in vocational contexts.
Key finding: This chapter synthesizes research on student self-assessment, underscoring its formative function in vocational education as a driver for self-regulated learning and ongoing professional development. It categorizes... Read more
Key finding: Empirical data reveal that while at-risk youth in rural high schools show little immediate change in career decision-making or ambitions post-vocational assessment, they express positive attitudes toward the assessment... Read more
Key finding: Developing a work-based assessment model integrating classroom and industry practice, the study illustrates how combining learning and assessment in authentic workplace contexts fosters competency demonstration among... Read more