Conceptions of assessment among tertiary vocational education and training students across school and workplace settings in China

A study conducted in China analyzed the conceptions of assessment among 1,130 final-year students in tertiary vocational education and training (VET) institutions. It aimed to validate the Chinese Students’ Conceptions of Assessment (C-SCoA) inventory for vocational-track students, moving beyond its prior application to academic-track students. The research found that an eight-factor correlated model provided a better fit for the data than the instrument's original hierarchical structure, suggesting nuances in how vocational students perceive assessment.

Why it matters

This research highlights the importance of accurately understanding how vocational students perceive assessment, which can inform the design and implementation of more effective evaluation methods. Tailored assessment approaches can improve student engagement, learning outcomes, and the relevance of vocational education to industry needs. Recognizing these distinct perceptions can drive strategic improvements in educational program design and accreditation.

Key insights

• The C-SCoA inventory, previously used with academic-track students, was applied to 1,130 final-year vocational-track students in China.
• The study provides partial validation evidence for the C-SCoA instrument's applicability to vocational education settings.
• Confirmatory factor analysis indicated that an eight-factor correlated model better explained vocational students' conceptions of assessment.
• This eight-factor model performed better than the original hierarchical model (single second-order factor with seven subordinate factors) of the C-SCoA.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1932418