DIVERSITY IN COMPETENCY ASSESSMENT IN VOCATIONAL EDUCATION: A SCOPING REVIEW

Abstract

The debate on human diversity in the corporate environment has been increasingly incorporated by organizations that see it as a differentiating factor. This study is based on the premise that competency-based assessment in vocational education can consider attitudes and values for the construction of a fairer and more democratic society through the appreciation of human diversity. Using the correct criteria, teachers can conduct a comprehensive assessment of students, forming not only skilled professionals but also citizens who recognize their identity within the classification hierarchy and respect human diversity. To investigate the current knowledge based on this hypothesis, we conducted a scoping review to identify and analyze research on "Diversity," "Competency-Based Assessment," and "Vocational Education." The databases Portal de Periódicos CAPES and Biblioteca Digital de Teses e Dissertações were consulted, using the keywords separately and then combined using the AND connector. An asterisk was used for the keyword diversity, and quotation marks were used for the keywords competency-based assessment and vocational education. The searches were conducted from August to September 2024. Seven articles and six dissertations were retrieved following the PRISMA-Sc protocol. The results revealed that the knowledge developed on the topic converges on the importance of teacher training as an element for building a fairer, more inclusive, and democratic vocational education. Addressing diversity in vocational education largely depends on the sensitivity and commitment of teachers to recognize and value students' individual differences, creating a welcoming and respectful school environment. The research indicates the need to rethink pedagogical practices in vocational education and assessment methods to break with traditional models that reinforce inequalities and build vocational education that values diversity and promotes social justice. None of the analyzed publications addresses the possibility of working on human diversity through competency-based assessment. The scoping review highlighted the importance of teacher training and inclusive pedagogical practices to promote diversity in vocational education and revealed a gap in the literature on how competency-based assessment can integrate attitudes and values to promote diversity.