Development of Performance Assessment Standard Career with Dichotomy Scoring as Competence Test at Vocational School

The problem faced by vocational education is the low relevance of the results of vocational education with the demands of the world of work. One of cause the mismatch between educational programs and the demands of employment. One reason is a scoring system that places more emphasis on measuring knowledge for knowledge, rather than measuring original skills. Data shows that 60% of Vocational Senior High School graduates have low vocational competencies. One way to overcome the low level of vocational competence is the development of authentic career performance assessment standards in the form of dichotomy. The purpose of this research is to construct performance tests and scoring methods. Performance tests are developed through a deductive approach to judgment and an inductive approach based on the responses of the test participants. The development model used is a modification of the Borg model, mention as the ADDIE model consists of five stages, that is analysis, design, development, implementation, and evaluation. Validation of the contents of the performance assessment was carried out by 10 experts consisting of 7 (seven) subject matter experts, three learning assessment experts. Readability validation is done by 10 automotive vocational students. Data analysis used qualitative descriptive analysis and inferential statistics. Analysis of test items using CVR (content validity ratio). The results of the study were automotive competency performance assessments fulfilling the content validity test and 84% of the test items fulfilling the validity requirements.