Author: Nairika Dhar & Pragya Deepak Kumar
DOI Link: https://doi.org/10.70798/Bijmrd/03100023
Abstract: This study explores secondary school teachers’ attitudes towards vocational skills assessment, evaluation and its implications for preparing students for higher education, aligning with the Vision-2047 goals for transforming evaluation approaches. This study explores the perspectives of secondary school teachers regarding the present state of vocational skills assessment and identifies opportunities for further improvement in their academic journey. Applying a Descriptive survey research design methodology, the data was collected through a survey questionnaire administered on 50 secondary school teachers. The questionnaire evaluated teachers’ attitudes towards the importance of vocational education, their perceptions of existing assessment methods, the challenges they face in integrating vocational skills into the curriculum, and their recommendations and suggestions for enhancing assessment practices in teaching learning processes. Data analysis involved descriptive statistics, including frequency and percentage distributions, to identify key trends and patterns in teachers’ and their responses. Initial findings reveal that while the majority of educators recognize the importance of vocational skills, they also express concerns about the correctness of existing assessment methods to accurately measure students’ competencies. Many teachers highlighted the need for more reliable, realistic and competency-based assessment approaches that reflects real-world applications of vocational skills. Furthermore, challenges related to scarce resources, improper training, inadequate infrastructure and a lack of coordination between secondary and higher secondary education curriculum were identified as significant impediments to effective vocational skills integration and assessment.
Keywords: Vocational Education, Assessment, Teacher Attitudes, Competency-Based Assessment.
Page No: 188-196