An Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in SMP Negeri 4 Singaraja

Suarimbawa, Kadek Agus; Marhaeni, A.A.I.N.; Suprianti, G.A.P.

doi:10.23887/jere.v1i1.9551

Cited by 12 publications

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“…The study by Kartowagiran and Jaedun (2016) also found that the quality of the implementation of authentic assessment in junior high schools in the Special Territory of Yogyakarta still needed improvement because more than half of the teachers did not carry out attitude assessment because: (a) there is no time for conducting attitude assessment in every class meeting, (b) attitude assessment has been conducted by Religion teachers, and (c) the number of the students is too big, both the class size and the number of the students who have to be taught by every teacher, and (d) they do not know how to make instruments and how to carry out attitude assessment. The discrepancy between the design and implementation of assessment is also shown in the finding of the research by Suarimbawa et al (2017) who state that the match between planning and implementing authentic assessment by teachers is in a sufficient category.…”

Section: Discussionmentioning

confidence: 98%

Evaluating the implementation of authentic assessments in junior high school English lesson

Ningsih¹,

Wahyumiani

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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This study aims to describe the quality and implementation of authentic assessments planning of English subject at junior high schools in Yogyakarta. This evaluation research used a discrepancy evaluation model. It was conducted at three public junior high schools in Yogyakarta which were pilot projects of the 2013 Curriculum, namely SMP Negeri 5, SMP Negeri 8, and SMP Negeri 15. The data in this study were obtained through documentation, interviews and questionnaires. The sample in this study were six English teachers of grade VIII and 549 students in grade VIII who were taught by the teachers. The data analysis involved descriptive quantitative and qualitative analyses. The results of the study are as follows: First, in part (50%) of the lesson plans made by teachers was in good category. All (100%) of lesson plans had assessed attitude, knowledge, and skill. Some part of the lesson plan (33%) included assessment techniques that are in accordance with the competencies assessed, and some other (50%) used HOTS questions, while the other (50%) used realistic questions. Second, in part (51)% of the teachers conducted authentic assessmentsm which is included in good category. Most (77%) of the teachers assessed attitude, knowledge and skill, 57% of the teachers gave HOTS questions, most (87%) of the teachers gave realistic questions, and most (63%) of the teachers assessed attitude, knowledge, and skill during the learning process.

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Section: Discussionmentioning

confidence: 98%

Evaluating the implementation of authentic assessments in junior high school English lesson

Ningsih¹,

Wahyumiani

2020

Jurnal Penelitian dan Evaluasi Pendidikan

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“…This situation should be a concern and evaluation material following the implementation scale as stipulated in the Regulation of the Minister of National Education No. 35 of 2010, a scale below 40% indicates that implementation is still not maximal [8]. The development of educational material that could be initiated through the students' opinions during the feedback process [29].…”

Section: Post-assesmentmentioning

confidence: 99%

“…This assessment is based on authentic learning assignments and not a separate test and focuses as much on the process, as is the product [4]. Authentic assessment requires skills implementation that is needed in the classroom and the utilization to support further learning [8,9]. In this assessment, students demonstrate their skills toward an attitude in a real-life context and are assessed based on this fundamental performance [10].…”

Section: Introductionmentioning

confidence: 99%

Authentic Assessment Implementation in Natural and Social Science

et al. 2021

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Assessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science.

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“…Teacher observations are almost always carried out by teachers to collect student information in class [19]. In addition, teacher observations are used to fill students' daily activities including student attendance, list of activities, and learning material as teacher notes in assessing students [22].…”

Section: "For Student Assessment I Think It's Enough If Everything Is Done By Me Personally If I Involve Students They Also Don't Really mentioning

confidence: 99%

Authentic Assessment Practice

Wahyuni¹,

Dewi²,

Paramartha³

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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Due to the global outbreak of novel corona-virus disease, the teachers are demanded to carry out authentic assessments to support the 21st century learning activities, especially at junior high school level. The quality of teachers' authentic assessment practice is reflected by their authentic assessment knowledge. In accordance with it, this descriptive study is aimed at describing teachers' perceived knowledge of authentic assessment implementation and English language learning skills. Questionnaire and interview were conducted to collect the data of teachers' perceived knowledge. The instrument was constructed based on the theory of authentic assessment characteristics. This study showed that teachers had sufficient knowledge with the mean score of 61.67. All teachers have adjusted the assessments to the English language competencies and integrated them in learning process, so the students' progress could be observed individually. They also believed that authentic assessment was suitable to use as the learning outcome should focus on students' knowledge, attitude, and skills. However, not all authentic assessment could exactly measure the competency. Most teachers were also found to have difficulty in involving students in the assessment process. They have less knowledge in accustoming students to do self-assessment. Regarding to this, related workshop or seminar needs to be held to facilitate the teachers.

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An Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in SMP Negeri 4 Singaraja

Cited by 12 publications

References 0 publications

Evaluating the implementation of authentic assessments in junior high school English lesson

Evaluating the implementation of authentic assessments in junior high school English lesson

Authentic Assessment Implementation in Natural and Social Science

Authentic Assessment Practice

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