Authentic Assessment Implementation in Natural and Social Science

Eddy Sutadji,Syaiful Nur Rohmad,Nidal A M Jabari,Aji Prasetya Wibawa,Herawati Susilo

doi:10.3390/educsci11090534

Eddy Sutadji, Syaiful Nur Rohmad + Show 3 more

Open Access

https://doi.org/10.3390/educsci11090534

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Abstract

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.

Highlights

This study aims to explore the facts of authentic assessment implementation in two fields of science: social and natural sciences, to clearly described the authentic assessment
This study focused on the elaboration of lecturers on the performed assessment, assignment techniques, assessment components, and post-assessment of authentic assessment at the State University of Malang as an educational provider institution for prospective educators in two different fields of science, natural science and social science
The only differences were in the assessment form and individual assignment techniques that were performed

Summary

Introduction

In addition to the teaching and learning condition factors, the assessment method factor is essential to create qualified graduates who are ready to face the real world [1,2]. The selection of authentic assessment over traditional assessment is based on the advantages of it. While authentic assessment aims to evaluate the subject proficiency by asking them to perform real-life tasks. Based on this purpose, an authentic assessment has an advantage in which it provides a true picture of the students’ learning conditions, gives more information about students’ strengths, weaknesses, needs, and preferences that can assist in adjusting instruction toward improving learning activities

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