Certificate: View Certificate
Published Paper PDF: View PDF
Anjali Nambiar
Independent Researcher
Karnataka, India
Abstract
The rapid expansion of online skilling programs has transformed vocational education, offering flexible, accessible platforms for learners worldwide. However, assessing hands-on competencies—a cornerstone of vocational proficiency—remains a significant challenge in virtual environments. This manuscript investigates methods for evaluating practical skills in online skilling contexts, synthesizing best practices, technological solutions, and pedagogical models. Through a mixed-methods study involving 250 participants across three online platforms, we examine the validity and reliability of remote performance assessments, peer evaluations, simulation-based testing, and video-based demonstrations. Findings indicate that multi-modal assessment frameworks, combining automated analytics with human judgment, yield the highest alignment with traditional in-person evaluations. We identify critical factors influencing assessment fidelity, including task design, feedback immediacy, and learner motivation.
Building on these findings, we explore the role of adaptive learning pathways—where assessment data dynamically informs personalized skill development plans—to enhance learner engagement and competence acquisition. Our analysis highlights how continuous feedback loops, supported by AI-driven analytics, can pinpoint specific skill gaps and recommend targeted remediation exercises. Furthermore, we discuss the integration of collaborative assessment models that leverage synchronous peer-to-peer workshops, enabling learners to critique and refine each other’s performances in real time. These collaborative elements not only foster deeper cognitive processing but also cultivate essential soft skills such as communication and teamwork. Finally, the manuscript presents a scalable blueprint for online vocational providers and policymakers, outlining strategic investments in low‑bandwidth solutions, standardized assessment rubrics, and robust instructor training protocols. This comprehensive framework aims to ensure that online skilling programs not only expand access but also maintain the rigor and credibility necessary to produce industry-ready graduates.
Keywords
Online skilling; hands‑on skills assessment; simulation‑based testing; remote evaluation; vocational education.
References
- https://static-cse.canva.com/blob/1420680/long-form_data-flow-diagram_section-1_asset-1.png
- https://www.researchgate.net/publication/318602013/figure/fig1/AS:963457021116430@1606717462709/Flow-chart-for-evaluation-and-management-of-groundwater-resources-by-remote-sensing-and.gif
- Boursicot, K., Davies, D., Gill, D., & Ker, J. (2006). The validity of performance in the Objective Structured Clinical Examination (OSCE) in undergraduate medical education: A systematic review. Medical Teacher, 28(4), e207–e215.
- Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
- Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71.
- Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In Handbook of research on educational communications and technology (4th ed., pp. 401–412). Springer.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
- Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational Psychology Review, 19(3), 309–326.
- Oliver, R., Herrington, J., & Reeves, T. C. (2007). Creating authentic learning environments through web-based technologies. Hershey, PA: IGI Global.
- Parson, V., Reddy, P., & Crookes, P. (2014). Inter-rater reliability of video-based peer assessment in nursing education. Nurse Education Today, 34(3), 396–401.
- Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activity and online learning. Distance Education, 23(2), 153–169.
- Salas, E., Wildman, J. L., & Piccolo, R. F. (2009). Using simulation-based training to enhance management education. Academy of Management Learning & Education, 8(4), 559–573.
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
