Skill and Performance Assessment Using Problem Based Learning in TVET

Abstract

The study of performance assessment using the problem based learning approach is not only done in the field of technical vocational education but also in the fields of health education, economic education, environmental education. Development of performance assessment studies in vocational schools with various research objectives is still rare in the technical field. Given the importance of assessment, especially by using the 2013 curriculum which is required to use 21st century learning strategies, one of which is Problem Based Learning (PBL). This article aims to explore whether performance assessment is suitable for use with PBL learning strategies especially in improving students' skills using systematic literature reviews. The results show that many countries have implemented performance assessment using the PBL approach. The fields that are the focus of the review in this article include improving the results of formative assessment, using the context of the problem to assess knowledge and skills and problem solving skills. Using a systematic literature review, this article aims to explore the extent of the current development of school mapping, to analyze the types of mapping tools used as school mapping tools, and to explore data and information presented in school mapping. The result, even though there are recommendations using the Problem Based Learning approach with performance assessment, the reviews in this article show a lack of practical application in general matters. This article provides an overview of opportunities for developing performance assessment using the PBL approach for vocational schools to improve students' skills. Keywords—strategy; performance assessment; problem based learning (PBL); skills