<![CDATA[The development of soft skills has become a key requirement in 21st-century vocational education; however, the differences in soft skill attainment between the industrial track and the regular track at vocational high schools have not yet been empirically explained. The study attempts to examine the differences of soft skills among the students in the two classes in relation to authentic assessment through the 4C facets. The research used Posttest-Only Control Group design with 60 10th-grade students at a Vocational High School in Sumedang, Indonesia, using cluster probability sampling technique (industrial class n = 27; regular class n = 33). The instruments comprised of Likert scale questionnaires on soft skills, observation, and documentation of learning process. The data analysis procedures involved normality test, homogeneity test, independent t-test, and categorical analysis. There is no statistically significant difference in soft skills between industrial and regular classes (t = 1.561; p = 0.127). However, the mean of regular class is slightly higher (41.8) than that of industrial class (31.0). The categorical analysis shows that more number of students (93%) in the "Most Complete" (MC) category is found in industrial class compared to regular class (70%). These variations in competency among the classes show that soft skills are not determined by class type, but rather on the learning process, experience, and environment. The study supports the effectiveness of authentic assessment as a comprehensive evaluation tool and calls for more research using mixed methods and rubric-based performance assessment.]]>
