ADVANCED ASSESSMENT IN ELT

“SUMMARY”
Group 5:
Elly Rosalina Susanti, Khotim Maslikhah, Nuri Ma’rifatil Laili

Day 2 (Tuesday, October 1st 2019) Period 5-6, 7-8

FROM CONCEPTS TO INDICATOR

Teachers transform what is written in the curriculum to the students through teaching
learning process in the form of attribute. It is started from competence which is formulated
into indicator to indicate the existence of competence and then transformed into symptom or
IPK (indikator pencapaian kompetensi)

I. Competence as NORMS
The level of competence based on norms (KD3) consist knowledge (identify), application,
and reasoning. From KD3 and KD4, we take the indicator (IPK) and then define the
learning objective (LO) and the process (SP). The process consists of instructional
material, method or strategy or technique used in teaching learning, media, time
allocation, resources, and item indicator (II).
In K-13, the material is in the form of text which consists of the social function, generic
structure, and language features. The text must be contextual communicative that contains
of: purpose, audience, filed, mode either spoken or written, and context of use. The text in
KD 3 then transformed into KD 4 to make the material related to each other.

There are four competences level (white book, P 8)

1. Performative : for elementary school (for enjoyment)
2. Functional : junior high school (related to the students’ live)
3. Informational : senior high school (cross the subject)
4. Epistemic : university ( to get knowledge/cognitively demanding)

II. Competence as concepts or theory (white book, P 4-6)

a. Chomsky
Competence is as opposed to performance. He focuses on grammar, the rule of
language.
b. Hymes (1967:1972)
The rule of language is useless without social use
c. Canale and Swain (1980)
Expand communicative competence into four kinds:
1. Grammatical competence
2. Sociolinguistics competence
3. Discourse competence
4. Strategic competence
d. Bachman (1990)
The concepts of communicative language ability with testing field
e. Celce Murcia and Dornyei and Thurrell (1995)
Developed the model of a communicative competence which consists of five
components:
1. Linguistics competence
2. Strategic competence
3. Sociocultural competence
4. Actional competence
5. Discourse competence
In our K-13 it is added by:
6. Formulaic competence
7. Interactional competence