Competence-based assessment is presented as an alternative model to help teachers in solving performance problem based on teacher standard of knowledge,
skill and attitude. English teacher of vocational school needs an alternative self- assessment model of teacher’s performance. This research designs an alternative
self- assessment model of teacher’s performance which is easy-to-use. It is
expected that this model will help every teacher assess their own performance especially for English teacher in vocational school. Every English teacher should
be assessed to give them feedback for their performance in class. Therefore, they can maintain or even improve their performance which influences
students’ achievement.
B. Problem Identification
Vocational school students are prepared as ready-to-work graduates. Based on the Kerangka Kualifikasi Nasional Indonesia KKNI which uses to
acknowledge working competence which is suitable with working structure on various sectors, graduates of vocational school is in the level 2, which is operator.
The KKNI which is also known as Indonesian National Qualification Framework INQF states as workers which are in the level of operator, English is important
to understand. Knowledge, skill and attitude which are formulated in the curriculum for vocational graduates must be acquired in the end of their study.
Assessment for teachers is important since it shows teachers’ strength and weakness of their performance. Especially, self-assessment allows English
teachers to watch and value their own performance periodically. Every standard that is divided based on teachers’ competence knowledge, skill, value, and
attitude shows teachers how they must perform as a competent English teacher. G
overnment’s regulation about standardization, issue of lifelong learning, professionalism and self-actualization in the era of postmodernism are considered
motivated enough for teacher to develop their life quality. Self-assessment motivates teachers to reflect what they have been done in the past in order to
improve in the future.
C. Problem Limitation
The limitations of this research are as follow. First, this research focuses on assessing English teacher’s performance. Since it assesses English teacher’s
performance, this model cannot be used by the other subject’s teachers. Second, this evaluation model is formulated based on teacher’s competences. This model
uses teacher’s competences as the main reference to formulate the model. Teacher
competences which are stated in the Regulation of Education Minister No. 16 year 2007 on the Standard of Academic and Competencies of Teachers, the Indonesian
Act No. 14 year 2005 on Teachers and Lecturers, books and articles are used to formulate this assessment model. Third, this model is not related with any current
curriculum that is used by school. Since this model is formulated scientifically, regulation and theories are used to support the design. Thus, this assessment is not
strict with formality. Curriculum that is used today does not give any influence since it is done to help teacher assess their own performance. Fourth, this model is
designed in the form of filling-rubric which is easy to use by every teacher. Teachers or users do not find difficulties when using this instrument since they
only need to give checklist v for their choice. Five, the sampling of this research is limited to English teachers in vocational school.
D. Statement of Research Questions
