Profiling Educators’ Alternative Assessment Practices in Malaysian Vocational Colleges: A Psychometric Perspective

Assessment reform has become central to Malaysia’s vocational education agenda, particularly in aligning teaching and learning with Industry 4.0 skill demands. Alternative assessment practices (AAP), emphasising feedback, reflection, and authentic tasks, are increasingly promoted through policies such as the Pelan Pembangunan Pendidikan Malaysia 2013–2025 and the Dasar TVET Negara 2020. However, questions remain about how far educators have adopted these practices in real classrooms. This study aimed to profile the use of AAP among educators in Malaysian vocational colleges and to examine how demographic factors and professional training influence their adoption. Using a quantitative survey design, data were collected from 210 educators across selected colleges and analysed through descriptive and inferential statistics. The results revealed a clear knowledge–practice divide: educators reported strong understanding of AAP but limited classroom implementation. Demographic factors, particularly gender, qualification, and years of experience, shaped practice, while professional training emerged as the strongest enabler, significantly enhancing knowledge, feedback use, and integration of 21st-century skills. These findings highlight the urgent need to bridge the gap between policy and practice through differentiated professional development, reduced workload pressures, and institutional cultures of collaboration. Beyond technical reform, the study underscores the humanising potential of assessment in affirming learner agency, creativity, and dignity. The paper concludes that if supported by coherent policies and sustained capacity building, AAP can transform vocational education into a more empowering, future-ready, and socially just system.