The Effect of Performance-Based Practical Assessment Model Towards Students' Competency Level at Civil Engineering Workshop in Kupang State Polytechnic

Abstract

Assessment in the learning process in formal education in terms of assessing student competence does not only cover cognitive aspects and affective aspects, but also psychomotor aspects of students. The purpose of this study is to improve student competency and performance based on the development of a performance-based assessment rubric in the practicum conducted at Kupang State Polytechnic. This study involved a large group of students in the wooden practicum at the civil engineering workshop in Kupang State Polytechnic, and carried out in several stages, namely needs analysis, material development, instrument development, drafting of models, instrument testing, and calculation of learning effects. Performance-based assessment in this study uses rubric in assessing student competencies in the civil engineering workshop in terms of cognitive aspects, affective aspects and psychomotor aspects, and then tested the validity of the assessment rubric.Based on the validity test, 35 valid statement items from the 35 items in the performance-based assessment rubric were produced, this was indicated by the Cronbach alpha value equal to 0.981. In the expert trial involving 8 experts in providing assessment, the CVI value = 0.80, which means that the assessment instrument can be used in the trial group. After learning the practicum students have a treatment effect, the results show that there are significant differences in student test results for untreated (using old method) with those treated (using a new assessment tool). The score generally increases by 20.4%. It was concluded that assessment methods that were improved using new instruments could improve students' competence during the workshop. Therefore, it is recommended that this new instrument for assessment be used in future workshops.