Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning

Adnan, Adnan; Suwandi, Sarwiji; Nurkamto, Joko; Setiawan, Budhi

doi:10.29333/iji.2019.12145a

Cited by 27 publications

(23 citation statements)

References 23 publications

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“…On the one hand, the level of teaching is being affected by the students' approach to studying, but on the other hand, the key role is played by the teacher, including his/her competencies, willingness to continue learning new things [35,86], his/her approach to students, willingness to implement the latest knowledge into the subjects' content, and to use modern teaching methods. Teaching methods represent an important tool for the realization of the education process.…”

Section: Discussionmentioning

confidence: 99%

The Motivation of Students at Universities as a Prerequisite of the Education’s Sustainability within the Business Value Generation Context

Kucharčíková¹,

Mičiak²,

Malichová³

et al. 2019

Sustainability

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The aim of this article is to identify substantial factors affecting the motivation of universities’ students to be actively engaged in the education process and define recommendations for the increase of this motivation. As a result, the sustainability of education at universities will be supported, contributing to the increase of the value of human capital of students and, subsequently, to the generation of value for the stakeholder groups in those enterprises where the graduates will be employed. The research hypothesis is focused on the presence of differences in students’ motivation in relation to their gender, study program, and the year of study. To effectively achieve this aim, the analysis, comparison, and the synthesis of the theoretical background was performed, using available sources of secondary data found in the pieces of domestic and foreign professional literature. The pieces of knowledge obtained were supplemented and combined with pieces of information acquired from the questionnaire survey conducted, focusing on the motivation of students of informatics and management at a university in the Slovak Republic. As tools of statistical analysis, tests of independence suitable for nominal categorical data were applied. It was revealed that young people are motivated to study at a university, specifically at the Faculty of Management Science and Informatics, mainly by the prospect of better chances in the labor market, the possibility of getting a higher salary, and higher qualification. The motivation to study at a university in order to improve the opportunity of getting employed in the labor market was more frequently perceived by women. Despite the fact that the level of teaching is considered to be high by almost 50% of the students regardless of their gender, study program, or the year of study, their motivation also stems from their expectations related to their future jobs. The students of informatics expect to have a team of friendly colleagues, delightful and stimulating working conditions, and the opportunity to do meaningful work. Among the students of management, meaningful work was replaced by the opportunity for self-fulfillment. When focusing on other factors, the differences based on the gender, study program, or the year of study were not statistically significant. Based on these findings, specific measures for the faculty’s management were proposed.

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Section: Discussionmentioning

confidence: 99%

The Motivation of Students at Universities as a Prerequisite of the Education’s Sustainability within the Business Value Generation Context

Kucharčíková¹,

Mičiak²,

Malichová³

et al. 2019

Sustainability

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“…Authentic assessment in the 2013 curriculum is considered capable of systematically assessing student's competencies, cognitive, affective, and skills as the assessment relies not only on outcomes but also on processes (Nurohim et al, 2016). In line with, Adnan et al (2019) report that the assessment must be holistic, covering all aspects of the learning objectives, namely cognitive, affective, and psychomotor aspects.…”

Section: Introductionmentioning

confidence: 91%

“…The authentic assessment process must be an integral part of the learning process and reflect real-world/everyday problems. So that in designing authentic assessments, it is necessary to pay attention to several principles, namely the assessment must use various measures, methods, and criteria following the characteristics and essence of the learning experience; assessment must be holistic, covering all aspects of the learning objectives (affective, cognitive, and psychomotor) (Adnan et al, 2019).…”

Section: Psychomotor Assessment Processing and Reportingmentioning

confidence: 99%

Evaluative analysis of authentic thematic learning assessment at Indonesian Islamic primary school

Kadir

Hasri

2021

J. Prim. Edukasia

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While several research papers on authentic assessment have been extensively explored, few have addressed the evaluation of authentic assessments starting from the stages of planning, process/implementation, and outcome. To fill the research gap, the purpose of the present case study is to investigate the authentic evaluation of thematic learning enactment. To collect the data, observations, in-depth interviews, and documentation were conducted. The results of this study indicate that the teacher's comprehension of authentic assessment is generally good. However, several assessment techniques did not work as planned. Based on this, the enactment of authentic assessment is still in the poor category. Processing and reporting resulting from the type of assessment are executed according to procedures. However, some did not follow the assessment guidelines of the elementary school level's learning outcome assessment, especially the effective one.

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“…By considering the importance of authentic assessment implementation in learning process, teachers need several supporting activities to enhance their knowledge of authentic assessment implementation (Adnan et al, 2019). Workshop about implementing authentic assessment in language learning instructions were needed to be held as the curriculum 2013 said that the learning instruction needs both assessment traditional and authentic assessment (Paramartha et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning

Putri

2021

JERE

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Authentic assessment is assessment to define students’ reflection of their learning, achievement, motivation, and attitudes during the learning instruction. Implementing authentic assessment reflects real-world situation and allow students to solve problem with possible solutions. This research aimed at investigating the English teachers’ authentic assessment implementation during online learning. This research was descriptive qualitative research. The research subject was three English Teachers in SMP Negeri 6 Singaraja. Then, the research object was the English teachers’ implementation of authentic assessment. In collecting the data, this research used document study and interview. The data were analyzed through three steps; data reduction, data classification and analysis, and conclusion drawing or data verification. After analyzing the obtained data, the English teachers used five types of authentic assessment namely teacher’s observation, performance, portfolio, project, and peer-assessment. Besides, in the learning instruction, the English teachers did not implement all of the types of authentic assessment in all learning material. Thus, the implementation of authentic assessment needs to be reviewed in order to help the English teachers in implementing the authentic assessment.

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Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning

Cited by 27 publications

References 23 publications

The Motivation of Students at Universities as a Prerequisite of the Education’s Sustainability within the Business Value Generation Context

The Motivation of Students at Universities as a Prerequisite of the Education’s Sustainability within the Business Value Generation Context

Evaluative analysis of authentic thematic learning assessment at Indonesian Islamic primary school

The Implementation of English Teachers’ Authentic Assessment in Junior High School During Online Learning

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