ASSESSMENT OF COMPETENCY BASED ON DICOTOMIC SCORING IN VOCATIONAL LEARNING TO DIAGNOSE A STUDENT^S SKILLS IN VOCATIONAL SCHOOL Wahid Munawar
Universitas Pendidikan Indonesia (UPI), email: wahid munawar[at]upi.edu
Abstract
The results of preliminary observations on automotive vocational learning in vocational high schools in Bandung indicated that more than half (55%) of teachers in automotive practice subjects had not yet conducted skills competency assessments using valid tests. The teacher assesses using conventional assessment, namely multiple choice or essay test, and open scoring skills tests without rubrics, so that the scores obtained by students do not reflect the actual competence of students. Factors that cause teachers to use invalid tests include- (1) practice facilities that do not meet the requirements as a competency test tool and (2) teachers have low ability in preparing competency assessments. The research objectives were (1) developing a competency assessment based on dichotomy scoring- (2) diagnosing students^ automotive vocational skills. The research method uses development research with 5 stages: a) preliminary study, b) definition, c) design, d) demonstration and e) development. The research was conducted in January-March 2020. The research location was at a public vocational high school in Bandung. The research instrument used automotive vocational competency test. The research sample was 36 students and 15 teachers in the Automotive Department. The results showed that: (1) Most of the teachers (73%) have not been able to make skills tests- (2) 67% of students have a tendency to be unskilled in automotive vocational competencies.
