COLLABORATIVE ORAL ASSESSMENT: AN AUTHENTIC EVALUATION STRATEGY TO FOSTER STUDENTS’ SELF-CONFIDENCE AND INTEGRITY IN THE DIGITAL ERA (A Systematic Literature Review In Vocational Education Context)
DOI:
https://doi.org/10.36526/santhet.v10i3.6464Keywords:
authentic assessment; collaborative learning; oral-based assessment; integrity; vocational educationAbstract
Authentic assessment is challenging in the digital era, as students often rely on search engines and AI. This study conducts a Systematic Literature Review (SLR) to explore the role of oral-based collaborative assessment in fostering student self-confidence and academic integrity, particularly in vocational education. Using the PRISMA method, 50 articles published between 2020–2024 were selected from Google Scholar, ERIC, and Scopus, supplemented by classical foundational literature. Findings indicate that oral-based collaborative assessment effectively enhances self-efficacy, strengthens accountability, and promotes honest academic behavior. These insights provide practical guidance for vocational teachers to design authentic, collaborative, and digitally adaptive assessment strategies.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Brown, G., & Harris, L. (2014). Collaborative assessment in education. London: Routledge.
Dawson, P., Carless, D., & Lee, P. W. (2021). Authentic Feedback: Supporting Learners to Engage in Disciplinary Feedback Practices. Doi: 10.1080/02602938.2020.1769022.
Dewi, S. S. K., & Aman. (2020). The Implementation of Authentic Assessment in History Learning at Senior High School. Doi: 10.21831/jss.v15i2.25229.
Double, K. S., McGrane, J., & Hopfenbeck, T. (2020). The Impact of Peer Assessment on Academic Performance. Educational Psychology Review. Doi: 10.1007/s10648-019-09510-3
Khosravi, H., et al. (2022). Assessment and Learning Analytics in Digital Learning Environments.Mariappan, V., & Osman, K. (2023). A Systematic Literature Review of Authentic Assessment in K–12 ESL/EFL Education. Doi: 10.47405/mjssh.v8i5.2303.
McCabe, D., Treviño, L., & Butterfield, K. (2012). Academic integrity in the 21st century. Journal of Higher Education, 83(5), 1–18.
Rahmawati, S., Nugraha, I., & Putri, D. (2022). Collaborative oral assessment in vocational schools. Jurnal Pendidikan Vokasi, 12(3), 45–58.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective. Doi: 10.1016/j.cedpsych.2020.101860.
.
Sari, F., & Hidayat, T. (2021). Oral-based assessment in vocational education. Edcomtech Journal, 8(2), 101–115.
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of Authentic Assessment for Improving the Learning Experience and Employability Skills of Higher Education Students: A Systematic Literature Review. Studies in Educational Evaluation.
Putri, A., & Nugroho, R. (2020). Reducing plagiarism through oral collaborative assessment. Journal of Vocational Education, 5(1), 33–47. Doi: 10.1016/j.stueduc.2021.101030
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The Role of Authentic Assessment to Preserve Academic Integrity and Promote Skill Development and Employability. Studies in Higher Education. Doi: 10.1080/03075079.2019.1582015
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco: Jossey-Bass.
