From Recall to Reasoning: A Systematic Review of Cognitive Demand in Technical and Vocational Mathematics Assessment
DOI:
https://doi.org/10.64712/ghajet.v14i3.891Keywords:
Cognitive Demand, Higher-Order Thinking Skills, Mathematics Assessment, Systematic Review, Technical and Vocational Education and TrainingAbstract
Technical and Vocational Education and Training (TVET) must prepare graduates to solve complex work-related problems in the era of Industry 5.0. This function of TVET is consistent with Sustainable Development?Goal (SDG) 4 on inclusive education. However, the mathematics curriculum in TVET centres leans mainly towards procedures rather than critical thinking and problem-solving. This systematic review consolidates studies on how cognitive demands in TVET Mathematics assessment have been investigated to identify salient findings and gaps. In accordance with the PRISMA protocol, this review was conducted using an exploratory design. The databases used comprise Google Scholar, Scopus, SAGE Online and Emerald. We searched for English-language peer-reviewed articles published between January 2015 and July 2025. Of?the 813 identified records, 37 studies were included that examined cognitive demands through lenses such as Bloom’s Taxonomy or Webb’s DOK. The findings were grouped into four question groups. Most cognitive demands?were expressed through classical taxonomies (32.5%), applied/contextual practices (29.7%), and Higher-Order thinking skills (HOTS) categories (24.3%). Regarding methodology, reviewed/synthesised designs (37.8%) and quantitative designs (27.0%) predominated among the findings. The majority of the research contributions were from Asia-Pacific (43.3%)?and Africa (24.3%). Findings from primary studies relevant to implementation show that interventions such as inquiry-based and technology-enhanced learning support?higher-order skills. Despite that, there are obstacles such as teacher under-preparation, a mismatch in the curriculum, and the dominance of low-level assessment items. The review indicated that to build 21st-century cognitive skills for life in the contemporary workplace, assessment should be fashioned as a context product. Nevertheless, systemic obstacles prevent widespread adoption in other states. TVET systems should invest in teacher professional development in HOTS pedagogies, an industry-driven curriculum, and the integration of technology into pedagogy.References
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