Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

Anda Juanda

doi:10.29303/jppipa.v8i1.1206

Abstract

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

Highlights

Various challenges arise due to liberalization, the rapid development of knowledge and technology, and the dissemination of information in the 21st century (Sulaiman & Ismail, 2020)
The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21stcentury skills
Based on the survey results, as many as 57.1% of respondent lecturers stated that they often conduct assessments on 21st-century skills, and the remaining 42.9% often carry out such assessments

Summary

Introduction

Various challenges arise due to liberalization, the rapid development of knowledge and technology, and the dissemination of information in the 21st century (Sulaiman & Ismail, 2020). 21st-century skills are known as survival skills in the new economic era (Soule & Warrick, 2015) These skills include several skills and knowledge needed to produce quality individuals (Child & Shaw, 2016). Inauthentic assessment activities, students are asked to demonstrate their ability to analyze assignments and synthesize, from the various skills and knowledge they have acquired, that will be required to complete certain outcomes (Ashford-Rowe, et al, 2014). This has an impact on the quality and depth of learning achieved by students and the development of high-level cognitive skills in constructing the meaning of knowledge

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Conclusion