Fixed-choice tests use as an efficient measurement of knowledge and skills. It other words, it is used as an indirect indicator Miller, 2009. This kind of test
considers an efficient test since individual can respond to large number of question in brief period of time. This test usually uses standardized multiple choice test.
b Complex-Performance Assessments Miller et al. 2009:37 states that complex-performance assessment functions as
measurement of performance in contexts and on problems valued in individual’s own right. This performance assessment is usually called authentic assessment since it is
used to assess performance while individuals are involved in problem-solving learning experience. This assessment usually uses certain instruments such as hands-
on laboratory experiment, projects, essays, and oral presentation.
3. Method of Interpreting results
According to Miller et al. 2009, there are two types of assessment based on its method of interpreting results; criterion-referenced and norm-referenced.
a Criterion-Referenced Criterion-referenced interpretation shows
individuals’ performance according to a specified area of clearly defined assessment goal Miller et al., 2009. It is measured
by items which are directly related to goals of the assessment. This type of assessment is also called standards-based assessment Miller, 2009. It pictures the
particular performance that has already demonstrated. The way of interpreting the result is done using particular standards or criteria. In shorts, this assessment uses
certain standard in interpreting the result. Type of assessment used are teacher-made tests, custom-made tests from tests publishers, and observational.
b Norm-Referenced By norm-referenced assessment, individual performance is described according
to relative position in some known group Miller, 2009. In short, the way of interpreting this assessment is comparing an individual among others. In the other
words, this assessment discriminates an individual among others since it provides wide spread of score of each individual. This assessment interpretation depends on a
comparison among other individuals whose define as norms. Their performance is described by standardized aptitude and achievement tests, teacher-made survey tests,
interest inventories, and adjustment inventories.
3. Competence-Based Learning
Learning is defined as “activities or in situations that engage the learners and require adaptation
” Paiget, 1970. Learning also refers to “an active, constructive process where the learner manages the available cognitive resources to create new
knowledge ” Kozma, 1991. Others define learning as “the development of
understanding on the critical role of social group emphasizing social phenomena ”
Wilson Peterson, 2006. Thus, learning can be defined as an active process of gaining or even creating new understanding about a certain social phenomena which
engages learners and also needs adaptation.
Competence-based learning is an approach which knowledge, attitude and value are integrated for the important of personal and professional life. Competence-Based
learning CBL is defined as an approach to teaching that is accepted collectively and based on the association and interrelations between different subjects each
contributing specially by providing scientific of technical knowledge and developing generic and specific competences Sanchez Ruiz, 2008: 34. It can be said that as
an approach of learning, competence-based is shaped if there is relationship and interaction from each subject which contributes specific empirical understanding.
Moreover, Sanchez Ruiz 2008: 31 also state, “in this approach, students are the
true drivers of their own learning, and therefore need certain amount of self- motivation and supervision, as well as the development of cognitive strategies and
cognitive goals that will help them learn and reflect on their learning .” Based on that
statement, it can be said that the main player to drive learning activity in competence- based is student. This kind of approach demands student to improve their cognitive
strategies and cognitive goals as their responsibility. Moreover, it also explained that student needs to give self-motivation and supervision to develop their own awareness
of learning. Thus, it can be concluded that competence-based learning is an active process of gaining or even creating new understanding which demands student as the
main player in learning activity.
4. Competence-Based Assessment
