Development of Authentic Assessments for the Middle School Classroom

Moon, Tonya R.; Brighton, Catherine M.; Callahan, Carolyn M.; Robinson, Ann

doi:10.4219/jsge-2005-477

Cited by 39 publications

(24 citation statements)

References 16 publications

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“…It involves real experience, including personal judgment and reflection, measured as performance and skills and takes place in an integrated and sustainable manner. Moon, et al (2005) stated that authentic assessment can also enhance teaching and learning in secondary schools by integrating complex nature of learning. Keyser & Howell (2008) adds that the assessment should be analyzed to determine the presence or degree of authenticity for results of learning to be aligned with goals.…”

Section: Authentic Assessment In Mathematics Learningmentioning

confidence: 99%

“…Noor & Yusoff (2016) added that teachers can introduce themselves or peer-assessment as another option to assess children with simple observations or questionnaires that can be designed and utilized to help assess. Moon et al (2005) also argued that teachers and students involved in the classroom where authentic assessment is conducted are asked to reflect on their experiences by using or appraising.…”

Section: Mathematicsmentioning

confidence: 99%

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Analysis of Indonesian Mathematics Teachers’ Ability in Applying Authentic Assessment

Pardimin

2018

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Abstract:The 2013 curriculum implies the use of authentic assessment that emphasizes on the assessment of students' readiness aspects, processes and students' learning outcomes as a whole. The integration of the assessment of the three components will demonstrate the students' capacity, style, and learning achievement. It is important for mathematics teachers to have the ability to conduct assessments of learning and to utilize the results of those assessments for the purposes of mathematics learning. This study aims to: (1) analyze the profile of the ability of the mathematics teachers in carrying out the authentic assessment, (2) find out the profile of the mathematics teachers' ability to apply authentic assessment results, and (3) know the constraints of the mathematics teachers in developing the authentic assessment. This research uses a quantitative descriptive method involving junior high school teachers in Yogyakarta Indonesia. Data were collected using questionnaires and triangulated with documentation and Focus Group Discussion (FGD). The results show that the ability of the junior high school teachers in Yogyakarta in applying and using the results of authentic assessment was relatively good. The teachers used authentic assessment information to design remedial and enrichment programs. This study also reveals that the teachers still experienced difficulties in developing authentic assessment instruments. Student learning assessment plays an essential role in teaching and learning mathematics. However, limited studies have been conducted to investigate mathematics teachers understanding about how they develop and assess their students, particularly how well mathematics teachers applying authentic assessment. This study was conducted in Yogyakarta Indonesia by applying sA purposive sampling technique was applied in this study. The d and triangulated to assess the validity and reliability of the data.Additionally, t

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Section: Authentic Assessment In Mathematics Learningmentioning

confidence: 99%

Section: Mathematicsmentioning

confidence: 99%

Analysis of Indonesian Mathematics Teachers’ Ability in Applying Authentic Assessment

Pardimin

2018

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“…Performance Assessment and Balanced Assessment (Moon, Brighton, Callahan, & Robinson, 2005;Abali & Şahin, 2014;Wiggins, 2014).…”

Section: Da Vid Publishing Dmentioning

confidence: 99%

The Degree of Using Alternative Evaluation Strategies Among English Teachers in BaniKinana According to Some Demographic Variables

Al-Diab¹

2017

UCFL

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This study aims at identifying the degree of using Alternative Evaluation (AE) strategies by English teachers in BaniKinana. It also aims at identifying the influence of English teachers' years of experience, scientific qualifications and their students' educational level on their use of AE strategies. To achieve this study, a questionnaire was designed as a tool for this study. The questionnaire consisted of 19 items measuring different AE strategies. The questionnaire validity and reliability were checked then. It was applied on a sample consisting of 50 male and female English teachers who have been selected randomly by a stratified way from the whole English teachers in the District of BaniKinana. The study results showed that not all AE strategies were frequently used. Pencil and paper strategy ranked the first level, followed by discussion strategy and lastly was the conferences strategy. The study also showed that there were statistically significant differences related to the degree of using AE strategies by English teachers due to the influence of students' educational stage, teachers' scientific qualifications and their years of experience. In the light of the results, the study recommended holding training courses and workshops for English teachers on the use of AE strategies at different educational stages, which can help them to share experiences and apply AE strategies accurately. The study also recommends conducting similar studies, including other curricula and other educational zones in Jordan.

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“…It is the systematic basis for making inferences about the learning and development of students. By doing assessment, teachers give students the opportunity to demonstrate their knowledges and skills [4]. It also provides the teachers with an opportunity to review their own teaching to enhance students' learning.…”

Section: Introductionmentioning

confidence: 99%

“…Assessment is a crusial part in the process of learning to determine whether the learning purposes have been achieved [1,2,3] and to provide information about the effectiveness of teaching methods used by the teachers (Moon, 2005). It is the systematic basis for making inferences about the learning and development of students.…”

Section: Introductionmentioning

confidence: 99%

The Need for Authentic Assessment for Speaking Skills at Junior High School

Zaim¹,

Mukhaiyar²,

Syahriati³

2017

Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017)

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Abstract-Authentic assessment is the process of gathering information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge and skill as a result of their educational experiences. Junior High School' teachers still have problems in using authentic assessment for assessing students' achievement. Therefore, appropriate model of authentic assessment should be developed and teachers' and students' need on authentic assessment should be analysed. This article aims to find out the students' and teachers' need on authentic assessment to assess speaking skills of junior high school students. This is a survey research and the data were collected through questionnaire from 40 students, interview 2 English teachers, and document analysis. The findings show that (1) the characteristics of authentic assessment needed by the teachers and students are simple and familiar with daily life, clear rubric score, communicative, and conducted continually; (2) there are four types of authentic assessment needed by students and teachers to assess speaking skills, they are brief question and answer, pair dialogue, oral report, and story retelling, and; (3) the text types of authentic assessment needed are monolog text, short functional text, functional text, transactional text, and interpersonal text.

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Development of Authentic Assessments for the Middle School Classroom

Cited by 39 publications

References 16 publications

Analysis of Indonesian Mathematics Teachers’ Ability in Applying Authentic Assessment

Analysis of Indonesian Mathematics Teachers’ Ability in Applying Authentic Assessment

The Degree of Using Alternative Evaluation Strategies Among English Teachers in BaniKinana According to Some Demographic Variables

The Need for Authentic Assessment for Speaking Skills at Junior High School

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