Abstract
<p style="text-align:justify">This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.</p>
Highlights
The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum
The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan
The authentic assessment implementation analysis results on mathematics teaching in junior high schools were clustered into four groups, namely the results of the analysis of the document, questionnaire, observation, and interview data
Summary
The curriculum as the elaboration of educational goals forms the teaching and learning program's basis. Teachers conduct the teaching and learning process to achieve the objectives formulated in the curriculum and assessment. Assessing the curriculum level's achievement and the success or failure of the teaching and learning process (Merta et al, 2015). Assessment is one of the five important classroom learning components (Mundia, 2020). Teachers and their activities are the most crucial variables in the learning scheme (Ahmad, 2020). One such activity is conducting authentic assessments. The assessment is performed during the learning process to help students learn (Barrio et al, 2015) and allow teachers to review the teaching and learning process (Azim & Khan, 2012; Kulasegaram & Rangachari, 2018)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
