Examining Differences in Alternative Assessment Practices Across Demographic Profiles of Vocational College Educators in Malaysia

Examining Differences in Alternative Assessment Practices Across Demographic Profiles of Vocational College Educators in Malaysia addresses the gap in understanding how educator demographics influence assessment literacy in Technical and Vocational Education and Training (TVET). While policies such as the Dasar TVET Negara and the Malaysia Education Blueprint 2013–2025 emphasize authentic, competency-based evaluation, the effectiveness of these reforms depends heavily on educators’ capacity to implement Alternative Assessment Practices (AAP). The study investigates whether demographic factors gender, teaching experience, academic qualification, and assessment-related training significantly shape the use of AAP, including assessment planning, performance-based tasks, rubric application, feedback, and integration of 21st-century skills. A quantitative cross-sectional survey was conducted with 110 educators from vocational colleges in Johor. Data were collected using a validated questionnaire across five AAP domains. Independent-samples t-tests and one-way ANOVA were employed to test for differences across demographic groups. Findings revealed that female educators demonstrated stronger engagement in feedback and reflective practice, while educators with more than ten years’ experience reported higher implementation of performance-based tasks and rubric use. Those with master’s qualifications showed greater integration of 21st-century skills, and educators with formal assessment training performed significantly better in planning and rubric application. In conclusion, demographic characteristics substantially influence AAP implementation in Malaysian TVET. Differentiated professional development, mentoring programs for novice teachers, and qualification upgrading are essential to strengthening assessment practices. Aligning educator capacity with national policy aspirations can enhance student learning outcomes and workforce readiness for Industry 4.0.