Abstract
This study investigated the perceptions of fairness and objectivity of assessment tools used in senior high school among students. The research employed a phenomenological design. Fifteen (15 students were selected using purposive sampling. The results indicated that students' experiences with assessment tools, such as performance tasks and written examinations, were crucial to their learning process. Several factors were identified to improve perceptions of fairness and objectivity in Technical-Vocational-Livelihood assessments: clear and comprehensible instruction, a balance between task difficulty and engagement, relevant feedback, instructional relevance and equity, engaging content, fair grading practices, and curriculum balance. This study highlights the multifaceted aspects of students' perceptions of fairness and objectivity in competency-based assessments. The recommendations provided by the participants offer valuable insights into enhancing the assessment experience for students and teachers involved in Technical-Vocational-Livelihood (TVL) subjects.
