Abstract
Changes in education in Indonesia in the form of one form of and also a new curriculum that serves as a refinement of the previous curriculum, namely KTSP. The method of this study is to use literature research (literature research) to be analyzed and concluded. The results of this study are discussing the notion of authentic assessment, the characteristics of authentic assessment, comparison of authentic and non-authentic assessment, authentic assessment principles, techniques and instrumens, authentic assessment components, and the problems of implementing authentic assessment in schools and in universities. Conclusion Authentic assessment techniques pay attention to 3 things namely affective, cognitive, and psychomotor competencies. The component of authentic assessment itself that needs attention is the preparation of authentic assignments and the rubric for authentic assessment. While the Probematics of the implementation of authentic assessment in schools or in college each school and college has different obstacles.
Highlights
also a new curriculum that serves as a refinement of the previous curriculum
The results of this study are discussing the notion of authentic assessment
that needs attention is the preparation of authentic assignments
Summary
Authentic assessment techniques pay attention to 3 things namely affective, cognitive, and psychomotor competencies. Berdasarkan beberapa pengertian para ilmuan tentang authentic assessment maka pemakalah dapat menyimpulkan bahwa penilaian autentik mengawasi keseimbangan antara penilaian kompetensi sikap, kompetensi pengetahuan, dan kompetensi keterampilan yang disesuaikan dengan progres karakteristik peserta didik sesuai dengan tingkatannya. E. Penilaian Autentik sebagaimana yang berbunyi pada ayat (1) sebagai pendekatan pokok dalam Penilaian Hasil Belajar oleh Pendidik. Pada pelaksanaan penilaian hasil belajar peserta didik oleh pendidik dinilai dalam bentuk penilaian autentik dan non-autentik akan tetapi penilaian autentik merupakan pendekatan pokok dalam penilaian prestasi belajar oleh guru. Penilaian diri berperan utama bersamaan dengan bergulirnya pusat pembelajaran dari pendidik ke siswa yang berlandasan pada teori belajar mandiri (autonomous learning).Untuk menghilangkan kecenderungan peserta didik menilai diri sangat tinggi dan subyektif, penilaian diri dilaksanakan berasaskan standar yang spesifik dan objektif. Teman saya mengembalikan alat kebersihan, pertukangan,olahraga,laboratorium yang sudah selesai dipakai ke tempat penyimpanan semula
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