DESIGNING WRITING TEST

Language testing is a field of study related to the assessment of one's proficiency in the mastery of language that includes 4 (four) basic competencies such as listening, speaking, reading, and writing. The assessment toward the four basic competencies of language will determine the level of one’s ability to master a specific language. Writing is one of the language skills that have been considered as necessary in proficiency language testing. In designing a writing task, one needs to carry out three steps, namely: defining the task, exploring the expectations for the task, and providing support and explanatory materials

The Analysis of Cognitive and Psychomotor Domains in Basic Competence in the Subject of Land Measurement Engineering in Curriculum Vocational Schools - Area of Expertise Construction and Property

This study considers the cognitive and psychomotor domains on basic competency, specifically those related to land measurement techniques taught in vocational schools. Qualitative research methods are combined with the content analysis approach. The results showed that there were 20 basic competencies which students had to learn for land measurement. As a cognitive domain, there are 10 competencies with details of 7 basic competencies referring to the C3 level (applying), 1 basic competency at the C4 level (analyzing), and 2 basic competencies at the C5 level (evaluating). In the psychomotor domain, there are 7 basic competencies at level P2 (manipulation), 2 basic competencies at P3 (precision) and 1 basic competency at level P4 (articulation). It can be concluded that there is a balance in the ability of the cognitive and psychomotor domains on the basic competencies of subjects in land measurement techniques in Curriculum vocational school area of expertise Construction and Property. Keywords: (Competence, Cognitive and Psychomotor

Relationship between basic competencies of students and teacher competencies

En este artículo, se parte de una selección de definiciones y de algunas clasificaciones de las competencias básicas o clave, con objeto de profundizar en un análisis de las competencias básicas de la escolarización obligatoria en el sistema educativo español, que proceden de competencias consensuadas en la Unión Europea. Estas competencias básicas, que deben adquirir los estudiantes, las vinculamos con el trabajo de los docentes, partiendo del supuesto de que no se puede propiciar el aprendizaje de competencias en los estudiantes, si el profesorado no las posee. De esta forma esas competencias básicas se convierten en un referente de las competencias para el profesorado europeo de enseñanzas obligatorias en el siglo XXI.In this article, are based on a selection of definitions and some classifications of basic or key competencies in order to deepen in an analysis of the basic skills of compulsory schooling in the Spanish educational system, coming from powers agreed in the European Union. We link these basic skills that students should acquire the work of teachers, based on the assumption that not is can promote the learning of skills in students, if the teacher does not possess them. Thus these basic skills become a benchmark of skills for European teachers of compulsory teaching in the 21st century

Basic competencies of instructional technologists

AbstractThe definition and competencies of an instructional technologist as the practitioner of instructional technologies have changed based on the changes in the definition of instructional technologies. The scope of instructional technologies changes and expands in line with the innovations and new thoughts, and so do the competencies of an instructional technologist. This study reviews the related literature and has a descriptive research design. The purpose of this study is to emphasize the importance of determining the competencies of an instructional technologist and to try to frame basic competencies of an instructional technologist

ANALYSIS OF THE SUITABILITY OF MATERIAL AND PRACTICE QUESTIONS IN THE NETZWERK A1 BOOK WITH THE CORE COMPETENCIES AND BASIC COMPETENCIES OF THE 2013 CURRICULUM CLASS X

Textbooks are included in the supporting components of learning. Therefore, textbooks have a vital role in realizing education by the Core Competencies and Basic Competencies of the 2013 Curriculum in the 10th grade. Core Competencies and Basic Competencies in the 2013 Curriculum are a reference in making material and practice questions in textbooks so that learning in schools is by the standards set by the government. However, not all textbooks are by the standards and needs of each level of learners. Research on textbooks was conducted to determine the suitability of the content of the Netzwerk A1 Kursbuch textbooks with the Core Competencies and Basic Competencies of the 2013 Curriculum for class X. The textbook used as research material or the corpus in this research is the Kursbuch Netzwerk A1 book. The purpose of this study is to describe the suitability of the material in the Netzwerk A1 book with Core Competencies and Basic Competencies for 10th-grade class and describe the suitability of practice questions in the Netzwerk A1 book with Core Competencies and Basic Competencies for 10th-grade class. The method used in this research is descriptive analysis. The data analysis technique in this research is content analysis using documentation studies to collect data in the form of material and practice questions in the Kursbuch Netzwerk A1 book. After collecting the data, then the data is analyzed for compatibility with the Core Competencies and Basic Competencies of the 10th-grade class. The results of the analysis showed that the Kursbuch Netzwerk A1 book is not all compatible with the Core Competencies and Basic Competencies of the 10th-grade class because the scope of the Kursbuch Netzwerk A1 book is still too broad to be a supporter of learning for 10th-grade students. Based on the data obtained, there are 71 materials, with 21 data or 29.60%, 18 materials in 1st semester and 3 materials in 2nd semester relevant, 11 data or 15.50% less relevant, and 39 data or 54.90% irrelevant. Then, the data obtained for practice questions as much as 429, with 66 data or 15.38% by 48 practice questions in 1st semester and 18 practice questions in 2nd semester relevant, 30 data or 7.00% less relevant, and 333 data or 77.62% irrelevant. The results showed that the material and practice questions in the Kursbuch Netzwerk A1 book were not all or only a tiny part compatible with the Core Competencies and Basic Competencies of the 10th-grade class because the book has a broader range of themes and materials, as well as the practice questions for 10th-grade students.Keywords: Core Competencies and Basic Competencies, Kursbuch Netzwerk A1, Materials and practice questions

English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; between Facts and Hopes

This paper focuses on some problems faced by Junior High School English target teachers concerning with the content, formulation, and the order of Core Competencies (known as KI) and Basic Competencies (known as KD) and the assessment in K ‘13 (known as K’13). The material in K ‘13 is regarded as being arranged in balance covering the students attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K ‘13 implementation mentoring, 13 out of 15 teachers (87%) interpret the Core and Basic Competencies differently and most tend to be unclear. This happened due to the formulation, content, and order of the KIs/KDs which were illogical, in contrary to mind mapping, and confusing the target teachers. Moreover, the assessment system, especially attitude assessments are too complicated. These facts make the writer interested to discuss the English KIs/KDs and assessment for Junior High School in K ‘13; between Facts and Hopes.Keywords:  Core Competencies/Basic Competencies and assessment in K ‘13, revision of the formulation, content, order of core competencies and basic competencies, and the simplification of attitude assessment

In Search of Competencies of an Exceptional QS in Public Entity: Building a Theoretical Foundation.

It is the government role in providing infra-structure and basic amenities for the public. In Malaysia the Work Ministry is formed to oversee this role. Ensuring effectiveness and efficiency, the Public Service Department must identify competencies require for every position created in the Work Ministry and one such position is the position of Quantity surveyor. Research thus far shows that individual employees performance is not just built around technical expertise possess but also important is the behaviour. Since organization successes stand on its employees performance thus it is utmost important for organization to identify not only the right technical but also behavioural competencies for each and every individual position created. This paper discusses the need to explore competencies of exceptional Quantity surveyors and in the process suggests the means to identify those competencies. It is also argued that undertaking this heavy task cannot be accomplished without the participation of experienced public Quantity surveyors. The importance of competencies model for Quantity surveyors is also discussed in relation to human capital development which includes promotion, training, and recruitment of young Quantity surveyors to serve the public service.Competencies, Exceptional Quantity surveyor, Quantity Surveying Profession, Public Sector, Delphi Study