Improving Skills Acquisition in Vocational Education Through Criterion-Referenced Assessment Practice

Abstract

Vocational education is designed to equip individuals with practical skills necessary for careers or trades in specific areas of specialisation. As the technological world increasingly emphasizes self-reliance among vocational education graduates, individuals are expected to be economically self-sufficient without depending on the government. In this context, acquiring the skills and potential for success in life is essential. This paper advocates for the vital role of Criterion-Referenced Assessment (CRA), which evaluates student performance against predetermined standards. By implementing a criterion-referenced assessment tool, graduates can enhance skills and competencies crucial for employment in the labour market. Through criterion-referenced assessment, evaluators can improve their assessment practices, provide targeted feedback, and empower students to achieve proficiency and excellence in their chosen careers. Moreover, adopting CRA in vocational institutions goes beyond merely improving skills; it promotes authentic assessment practices that deepen understanding of essential skill acquisition, utilizing tools such as performance assessments, direct observations, checklists, rating scales, assessment rubrics, and portfolios aligned with CRA. This type of assessment creates a comprehensive evaluation framework that emphasizes practical demonstrations, ensuring students master the skills needed to succeed in their vocational careers.

Keywords: Criterion-referenced assessment, competencies, predetermined standard, skills acquisition, vocational education.

DOI: 10.7176/JEP/16-7-09

Publication date: July 30^th 2025