The implementation of authentic assessment in mathematics learning

Abstract

In learning evaluation, a comprehensive assessment is needed. Assessment that can reveal all the potential possessed by students. Authentic assessment has three assessment domains, namely cognitive, effective, and psychomotor. But only a few teachers apply authentic judgment in the evaluation of learning, especially in mathematics. This study aims to reveal the obstacles faced when applying authentic assessment in learning mathematics and describing how authentic assessment can be implemented in mathematics learning. Data in this study were collected through observation, documentation, and interviews with research subjects, namely a grade VII teachers, a deputy headmaster of the curriculum, and some seventh-grade students of Islamic junior high school 1 Country Mataram. Then the data is analyzed by data reduction techniques, data presentation, and conclusion drawing (verification). The results showed that the teacher’s constraints in the application of authentic assessment were (1) the lack of learning books that are in accordance with authentic assessment, (2) the authentic assessment stages are too complicated, (3) many aspects must be assessed so that it takes longer, and (4) teacher’s lack of knowledge about authentic assessment. For teachers to conduct authentic assessments professionally, it is necessary to attend training related to authentic assessments to enhance teachers’ insights on authentic assessments and books pertaining to authentic assessment need to be provided.