Constructing assessment instrument models for teacher’s performance, welfare and education quality

Abstract

The prime objective of this research is to design teacher performance assessment instrument model, teacher welfare instrument model, and instrument model of education quality improvement. To achieve these objectives needs analysis, potential field analysis, and other supporting analyzes were performed. The final product or outcome of this research is a set of assessment instrument models for teachers’ performance, teachers’ welfare, and educational quality improvement. The study was designed for two years adopting the Research and Development theory employing 4D model consisting of Define, Design, Develop, and Disseminate. The first year designated as a phase of Define and Design, aims to design a draft of the assessment instrument models. The second year, the activity was focused on the refinement of the final draft of the assessment instrument models for teacher performance, teachers’ welfare, and quality of education outcomes through focus group discussion (FGD) with the selected teachers, principals and school supervisors. The final research result is a set of valid assessment models of teachers’ performance, teachers’ welfare, and quality improvement of education.

Writing English language test items as a learning device: a principle of habit formation rules

“…One group pretest-posttest design is an experiment research design that is conducted by one group only without a control group. 20 The steps were started with pretest on teachers' ability in writing English test, a workshop about the principle of writing the test based on principles of habit formation rules and administered posttest to measure the effect of treatment. The stages of application of habit formation rules as basic principle of constructing the tests were mainly carried out in six steps of sequence, namely: (1) analyzing the relevant test models used by the teachers in junior high schools, (2) planning competence and the standard to be measured, (3) gathering local English teachers in Mengwi district in workshop, (4) testing the teachers of constructing the test based on the principle, and 5) conducting trial out teachers' test to the students and 6) judging the quality of the test as appropriate measurement device.…”

“…To know the quality of the test, meaning how valid and reliable the tests were, there were some methods used in this study. The steps were 1) ranking their scores orderly from the highest to the lowest one; 2) dividing students into two groups, the upper (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) and the lower group (21-40); 3) counting the correct and incorrect answer of each number in every group; 4) formulating the level of facility index (FV) or level of difficulties and the easiness of each item (CU+CL/N). The range can be transcribed that the value that was less than 0.30 was rejected because the item was too difficult for the students, the items were accepted when the result ranged between 0.30-0.70, while the tests were rejected if the score was more than 0.70 which was considered too easy.…”

“…For example, the test written does not measure what it is supposed to measure. 18,19,20 The test does not match with the purpose of language function and set the communicative language formation. The language task was given usually does not mirror the real use of language for daily life, such as inviting friends for meals, sending a friend short message by mobile phone, writing letters or asking someone to take pictures.…”

Measurement of professional performance: statesmanship, entrepreneurship and innovation

“…Data shows that 415 Institutes of Teacher's Education (LPTK) consisting of 37 State Institutes of Teacher's Education and 378 Private LPTKs are considered not yet standard in producing qualified and professional teacher candidates with a level of contribution to student learning outcomes of 50% [1]. The professional performance of lecturers is a central point in organizational reform [2] Indicators of predictors of professional performance of lecturers are positively and significantly constructed through motivational, competency and leadership factors [3], motivation and discipline [4] , pedagogical factors, personality professional and social competence [5] and assessments of competencies [6].…”

Teachers’ competences in dealing with instructional constraints to develop higher quality of learning

“…A teacher is key to the success of an educational institution. Teachers' competences in teaching are definitely influence the quality of the educational process offered by the educational institutions (Maba et al, 2017;Mantra, 2017). Therefore these teacher resources must be developed both through education and training and other activities so that their professional abilities continually improve.…”