Competency-Based Assessment (CBA) has emerged as a fundamental mechanism for evaluating skill acquisition in Technical and Vocational Education and Training (TVET), particularly within internship programs that bridge academic learning and workplace practice. However, inconsistencies in implementation, assessment reliability, and contextual adaptability across countries remain significant challenges. This study proposes an integrated evaluation model designed to assess the effectiveness of competency-based evaluation systems in TVET internship programs, with a comparative focus on Indonesia and Laos. Drawing exclusively on established literature, the study synthesizes theoretical constructs of competency-based education, quality assurance frameworks, and work-integrated learning assessment practices. The research develops a multi-dimensional evaluation model incorporating criteria such as assessment validity, industry alignment, assessor reliability, and learner performance outcomes. The methodology adopts a conceptual modeling approach supported by comparative analytical techniques. Findings indicate that while both countries demonstrate alignment with competency-based frameworks, disparities exist in standardization, assessor training, and integration with industry needs. The proposed model provides a structured mechanism for improving assessment consistency and effectiveness across diverse TVET systems. The study contributes to the advancement of cross-national evaluation frameworks and offers practical implications for policymakers, educators, and industry stakeholders. Furthermore, it aligns with global quality assurance priorities emphasized in international TVET development agendas (UNESCO, 2017).

Competency-Based Assessment, TVET Internships, Evaluation Model, Cross-Country Analysis

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