KNUST Research Week and Scientific Conference: Empowering Researchers to Achieve Impactful Outcomes

Technical and Vocational Education and Training (TVET) faces challenges in designing mathematics assessments to measure higher-order cognitive skills which are needed for workplace readiness. Despite the recognised importance of competencies like critical thinking and problem-solving in the Fifth Industrial Revolution (5IR) era, assessment practices often remain focused on procedural knowledge rather than complex reasoning abilities. This systematic review examines how cognitive demands are addressed in TVET mathematics assessments by analysing the conceptual frameworks, research methodologies, geographical distribution and implementation findings. Following PRISMA guidelines, we analysed 37 peer-reviewed articles published between January 2015 and July 2025 from Google Scholar, Scopus, Sage Online, Emerald Insight, and hand-searched journals. The review found that while cognitive demand frameworks are increasingly referenced, their practical implementation remains inconsistent where lower-order cognitive skills are continually emphasised.The analysis showed that cognitive demand is mostly framed using some established taxonomies like Bloom's Taxonomy and Webb's Depth of Knowledge (DOK). Descriptive studies dominated but with limited empirical validation. Geographical mapping shows uneven contributions, with some gaps in Africa and Global South contexts. The findings highlighted the need for assessment reforms that can be better aligned with workplace demands. This can be achieved through teacher training, creating responsive assessment design, and embarking on research to underrepresented regions. Addressing these gaps can enhance assessment quality and the need of TVET graduates to develop the cognitive skills that would be required for success in evolving technological landscapes.
Keywords: Cognitive demand, Mathematics assessment, Technical and Vocational Education and Training, Higher-order thinking skills