Observation is argued as the most suitable technique to assess the execution of authentic assessment. Unfortunately, it requires great amount of time and money. We need an alternative. Therefore, the purpose of this study was to develop an instrument in the form of a student assessment sheet on the implementation of authentic assessments in Mathematics subjects. This research is a development research that uses standard procedures for developing instruments. The result of the analysis with Aiken’s formula showed that every item of the instrument was in a good category. The result of the analyses using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Multitrait-Multimethod showed that the instrument had good construct validity. The result of reliability estimation using Cronbach Alpha  (α) also showed that the instrument was in the reliable category. Thus, it can be concluded that the instrument in the form of student assessment sheets for assessing the implementation of authentic assessment in junior high school Mathematics learning is highly valid and reliable, which means that the developed instrument can replace the equivalent observation sheet.

The resulted of a survey conducted by the Organization for Economic Cooperation and Develop-ment based on the 2018 Program for International Student Assessment were obtained from 78 countries, Indonesian students ranked 72nd in math ability. The reason is that the 2013 curricu-lum that has been implemented in Indonesia is eurocentric. The transformation sought in the field of education is the improvement of high order thinking skills and mathematical abilities. Educa-tion and culture cannot be separated from regular daily life because culture covers all aspects of life while education is a primary need for everyone. This study used the Research and Develop-ment (RD) method with the Martin Tessmer (1993) model, which is formative research.  The validity of the values obtained above 0.80 means that the questions are valid. The level of practi-cality of the questions obtained is 96.25%, very practical category. The reliability coefficient of 0.891, reliable. The level of difficulty is known to be 80% of the items in the medium category, 20% of the items in the difficult category. The discriminatory power of the question is known to all items (100%) in good category, meaning that good questions are used to classify the level of stu-dents thinking abilities.

Th e purpose of this study is to show the eff ectiveness of the AA "4C" model in increasing teachers' abilities. Th e study is a Single Case Research using the ABABA design. Th e subject of the study was a natural-science teacher. Results of the observation conducted continuously by three observers show that each of the teacher's ability items improves from the fi rst condition, to the second condition, and to the third condition. Th is fi nding is supported by the results of the Manova technique showing that the AA "4C" model is shown to be eff ective in improving teachers' abilities in conducting authentic assessment.

The assessment process did not end by only making questions. They will arrive at the analysis of the questions quality. Item analysis is performed to determine the quality of the questions items arranged. Good quality items will greatly affect the results of the assessment and properly capturing the results of learning. The purpose of this study is to analyze the Social Sciences question items for fifth grade of elementary school using the classic ITEMAN focusing on the characteristics of the level of difficulty, the discrimation power, and the functioning of distractor of items. This research is a descriptive study with quantitative research. Subjects were 370 elementary school students in Serang City. The instrument analuzed was made in the form of 20 items of multiple choices with four answer option. The instrument was validated by the content expert and estimated the reliability by using the KR-20 method by reliability index of 0.75 obtained. The data analysis technique used ITEMAN software to see the characteristics of items that contain the level of difficulty, discrimination power and disctractor’ function. The results showed that 80% of the difficulty level were in the medium category, 90% of the dircrimination power items were in the good category, and 90% of the distractors had well-fuctioned. This result indicated that the question created by teacher for fifth grade of elementary school in Serang City concluded as good category.

Penelitian ini bertujuan untuk mengetahui karakteristik butir soal tes Try Out Teori Kejuruan Akuntansi. Karakteristik butir soal yang dilihat meliputi karakteristik butir kualitatif yaitu aspek materi, konstruksi, bahasa dan secara karakteristik butir kuantitatif yaitu tingkat kesukaran. Penelitian ini merupakan penelitian deskriptif eksploratif. Subjek penelitian adalah siswa Kelas XII SMK Jurusan Akuntansi di Sleman. Objek penelitian berupa respons jawaban tes sebanyak 300. Teknik pengumpulan data menggunakan tes dengan instrumen penelitian berupa soal tes sebanyak 40 butir. Teknik analisis data untuk melihat karakteristik kualitatif dilakukan dengan telaah butir oleh expert judgement sedangkan karakteristik soal kuantitatif menggunakan pendekatan Teori Tes Klasik dan Teori Respons Butir Model 1 Parameter Logistik. Analisis butir soal dilakukan menggunakan program QUEST. Hasil penelitian menunjukkan bahwa: (1) karakteristik soal kualitatif secara umum tergolong baik. Pada aspek materi terdapat 92,5% soal yang baik, aspek konstruksi dan bahasa 100% soal baik. (2) karakteristik soal kuantitatif berdasarkan pendekatan teori tes klasik memiliki tingkat kesukaran kategori sangat mudah = 7,5%, mudah = 25%, sedang = 67,5% sukar dan sangat sukar = 0%. (3) karakteristik soal kuantitatif berdasarkan pendekatan teori respons butir memiliki tingkat kesukaran kategori sangat mudah = 7,5%, mudah = 15%, sedang = 60%, sukar = 17,5% dan sangat sukar = 0%.Kata Kunci: karakteristik butir soal, akuntansi, teori tes klasik, teori respons butir.