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.
Highlights
2013 curriculum policy implements scientific approach in learning
The subjects were teachers and students involved in Biology learning at SHS A, B, C, and D in Semarang
The objects were learning activity, authentic assessment implementation, teaching instruments, such as lesson plan, and assessment instrument made by the teachers
Summary
2013 curriculum policy implements scientific approach in learning. The approach requires students to actively involve and use high order thinking skills in solving daily life problems (Hariatiningsih, 2016). Student learning assessment process has purpose to find out levels of students’ skills as well as their mastered competences. The requirement of 2013 curriculum assessment demands teachers to authentically assess. Authentic assessment assesses all students’ activities both before, during, and after learning process. Authentic assessment covers several assessed aspects, such as cognitive, affective, and psychomotor aspects. Authentic assessment is a process of collecting students’ learning outcomes started from cognition and performance of students during learning process, students’ learning outcomes and tasks as stated by given test scores by teachers (Majid & Ika, 2012)
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