Evaluation of Authentic Assessment Implementation on Biology Learning at SMA Negeri in Semarang

Abstract

Authentic assessment is an assessing technique on 2013 curriculum learning. Authentic assessment assesses learning process and students’ learning outcomes. This research aims to evaluate authentic assessment implementation on Biology learning at 4 Public Senior High Schools in Semarang. This descriptive qualitative research used CIPP (context, input, process, and product) evaluative model. The data was taken by observing, interviewing, and analyzing instrument quality used by the teacher during learning. The research instrument was developed and modified from Sumei (2014) and Bhakti's (2017) research findings. The data was analyzed by using Milles & Huberman model which consisted of reduction, display, and conclusion. The findings of authentic assessment implementation showed various outcomes. The authentic assessment instrument development of Public SHS A, B, C, and D’s biology teachers in Semarang was generally categorized excellent or high. All teachers had obtained 2013 curriculum learning training through Biology teacher discussion. The teachers were regularly supervised once in a year. The process of biology authentic assessment implementations at SHS A, B, C, and D in Semarang were categorized sufficient or moderate. The findings showed that SHS A student learning outcome average was 51; SHS B was 72; SHS C was 63; and SHS D was 73. The hindrances of the SHS A, B, C, and D’s teachers in implementing the assessment dealt with cognitive, affective, and psychomotor aspects of the students simultaneously during each learning.

Analysis Of The Implementation Of Authentic Assessment In The Independent Learning Curriculum In Elementary Schools

“…A legitimate evaluation is a substitute assessment act that underscores cycles and outcomes with an assortment of evaluation instruments. According to E. Nurhayati & Ahmad (2018), this is adjusted to the competency requirements outlined in competency standards also called core competencies and basic competencies. Meanwhile, Kunandar 2013(Ari Astriyandi, Umi Chotimah, 2016 states that the actual assessment is an evaluation that focuses on the disposition competence, information, and ability sections.…”

“…Researchers suggest that all parties improve, train, and supervise teachers in creating assessment instruments that measure student learning outcomes, especially for social science teachers. According to E. Nurhayati and Ahmad (2018), history teachers understand well authentic assessments in the 2013 curriculum. The educator's suite of experiences has directed informational assessment and ability evaluation well while as far as credible investigations and assessment result reports, instructors use online grade-handling programs; The diversity of student backgrounds and characters presents challenges for history teachers, but the quality of students, availability of learning facilities and resources, and grade-processing software support the conduct of authentic assessments.…”

Development of Mini-Research Based Assesment to Measure Students Competences

“…[4] Authentic assessment is a process of collecting student learning outcomes starting from the cognitive and performance of students during the learning process, learning outcomes and assignments expressed by test and non-test scores given by the teacher / lecturer. [5] The obstacle in implementing learning that occurs in higher education is the lack of implementation of authentic assessments in assessing students during the learning process. The assessment process that is usually carried out by lecturers is limited to the implementation of UTS, UAS and assignments.…”