Abstract
<p style="text-align: justify;">While previous studies on assessments focused on measurement of principles and constructs, existing attention is given to content validation involving vocational education and skills. The emphasis on content validation has prompted a holistic perspective of teaching and learning to demand alternative research approaches. Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions. Content validity analysis was studied in two major phases, namely, through an assessment of an electrical technology course at a Malaysian higher education institution and expert panels’ examination of items. It was found that to increase confidence in providing reliable instruments for future empirical studies, a careful process in item development and content validity analysis was considered important. Therefore, applying these findings on item analysis and expert panels to reflect content validity can enhance the validity of assessment items.</p>
Highlights
The term, assessment, which indicates its Latin origins, ’assider’, means “to sit on the side” (James, 2010)
Using evidence of content validity based on expert judgment and assessment items, this paper argues that vocational knowledge and skills could be determined via constructs and construct functions
The results of Item-level content validity index (I-CVI) value analysis, k* values, and k* level of evaluation are illustrated in Table 6: Table 6: Statistical analysis of modified Fleiss’s kappa
Summary
The term, assessment, which indicates its Latin origins, ’assider’, means “to sit on the side” (James, 2010). The context of a general perspective of assessment highlights two important functions of assessments, namely, to map student achievement levels and satisfy educational accreditation bodies. As such, building assessments involved a process of gathering, analysing and interpreting student achievement levels to meet teaching objectives (Russell & Airasian, 2011). A single national accreditation body stipulated that measurements were derived from evaluation processes that functioned to assign numerical values to attributes, characteristics, and achievement of learning outcomes (Agency, 2013). Conducting an assessment could really assist an educator in determining the level of understanding of students' knowledge after learning an ability (Ulum et al, 2021). Assessment functions and contexts remain fundamental in the understanding of the relationship between classroom learning and how learning is measured. By focusing on student feedback, the results of the analysis are employed to assess student achievement outcomes, benefiting students, teachers and school administrators
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