Authentic Assessment Techniques Research Articles

Authentic Assessment Techniques in IPAS Learning in Elementary School : A Case Study

This research aims to describe the authentic assessment techniques coveyring cognitive, affective, and psychomotor aspects in IPAS learning in elementary schools. This research used a qualitative approach with a descriptive method. The design used in this research is a case study, in which researchers reveal and analyze holistically to get specific results. The subjects contained in this study are educators as homeroom teachers who are also IPAS teachers, students, and school principals. The data collection carried out in this study is using primary sources which include observation and interviews. Secondary sources included journals, books, and scientific articles. Data analysis conducted in this research is descriptive analytic. The results obtained in this study are based on the cognitive aspects of educators using written test assessment techniques, oral tests, and assignments. Affective aspects educators use observation, self-assessment, peer assessment, and journal assessment techniques. As well as psychomotor aspects, educators use project and portfolio assessment techniques. The achievement of learner competence can be seen based on the three aspects and the level of learning success is an integral part of the educational process.

Application of Authentic Assessment Techniques in Thematic Learning

The purpose of this study is to explain the skills assessment techniques in thematic learning at Madrasah Ibtida'iyah Al-Hidayah Mangli Jember for the 2021/2022 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source used in this study to determine the data subject with Purposive technique. Data collection techniques using observation, interviews and documentation. Data analysis uses the theory of Miles, Huberman and Sardana. The results of this study The application of authentic assessment techniques in thematic learning at MI Al-Hidayah Mangli Jember 2021/2022 is 1. the application of MI Al-Hidayah Mangli attitude assessment techniques includes; observation, self-assessment and assessment between friends. At the observation assessment stage, the educator has an observation note. Journal assessment educators do not use it. Educators' self-assessment uses a questionnaire. The stages of assessment between friends educators know it only from information from students. 2. the application of knowledge assessment techniques in MI Al-Hidayah Mangli includes; written tests, oral tests and assignments. At the written test stage, educators do it with questions. Stages of oral test assessment educators often do at the end of learning. Stages of assignment assessment educators give homework. 3. the application of MI Al-Hidayah Mangli skill assessment techniques includes; performance, and portfolio. The performance stage of the educator does it by making a skill. Stages in project assessment educators do not do it. Stages in portfolio assessment educators often collect works from students.

STEAM Learning Assessment in the Growth and Development of Early Childhood Literacy

Assessment of children's literacy development needs to be supported by STEAM learning assessments. This study aims to analyze the application of the STEAM learning assessment in the development of early childhood literacy. This study uses an ex-post facto approach with a quantitative descriptive method of implementing STEAM learning with authentic assessment techniques. The data collection instrument was observation with a scale of 4 structured, content valid oriented; anecdote notes to record specific behaviors, and portfolios to obtain data on children's performance, knowledge, and creative skills, with three main aspects: structure, content, and holistic. Observation of learning, anecdotal notes, and analysis of work results was carried out on 20 children in group B. The data obtained was described in 5 aspects of literacy: science, technology, engineering, art, and mathematics. Literacy development is described in ordinal data and analyzed descriptively using percentage techniques. The results showed that all children developed completely regarding technological and mathematical literacy. On average, they developed very well; 90% of children developed completely in the scientific aspect, with an average development according to expectations; 60% of children developed completely in engineering literacy and 50% in artistic literacy, with an average development as expected. This research implies that the STEAM learning assessment can assist in developing early childhood literacy.

The Effectiveness of Internalizing the Value of Local Wisdom by Using the Nampe Model in Improving the Mitigation Ability of Covid-19 in Elementary School Students

This study aims to test the effectiveness of internalizing the value of local wisdom with the Nampe Model in increasing the Covid-19 mitigation ability in IV grade elementary school students. This research used quantitative research in Sodong Hamlet and SDN Gelankulon IV for eight months. Then, the data collection technique used was authentic assessment techniques on affective, cognitive, and psychomotor aspects. The data obtained were analyzed by descriptive statistics using SPSS. The results show that the people in Dusun Sodong value local wisdom in mitigating Covid-19. These values include religious, moral, tolerance, cooperation, caring, and responsibility. The value of this local wisdom has the potential to be a source of social science studies. So, SDN Gelangkulon teachers need to internalise this study, especially for the IV grade student. The goal of the implementation is that the students can increase their abilities to mitigate Covid-19. Then, it also follows the core and basic competencies set by the curriculum. Teachers in internalizing the value of local wisdom of the Sodong Hamlet community use the Nampe Model. The average value of students’ abilities in mitigating Covid-19 using the Nampe Model = 78.67, the Indoctrination Model = 68.430 and the Open Model = 67.14. These results show that using the Nampe Model results in better and more effective results than the indoctrination model and the open model with a significance of 0.000 0.05. While the use of the indoctrination model and the open model almost have no difference because the significance is 0.570 0.05. The internalization of values with the Nampe Model makes students grow their well awareness to carry out Covid-19 mitigation.

THE EFFECT OF AUTHENTIC LEARNING APPROACHES AND ASSESSMENT TECHNIQUES ON STUDENTS' STATISTICS BASIC TEST RESULTS BY INTELLIGENCE CONTROL

The purpose of this study is to determine the effect of authentic learning approaches and assessment techniques on students' basic statistical learning outcomes by controlling intelligence. This research is a quasi-experimental research using a 2x2 factorial design which includes 80 samples of KPI students. The results are (1) the results of the basic statistical basic test of students who use a scientific approach are higher than students who use a contextual learning approach (2) the results of the basic statistical test of students who use essay tests are higher than students who use portfolio assessment (3) there are the effect of the interaction between the learning approach and authentic assessment techniques on the results of the basic statistical basic test of students (4) especially for students who learn to use essay assessment, the results of the basic statistical test of student groups with a scientific approach are higher than contextual learning (5) especially for students who learn to use portfolio assessment, the results of the basic statistical test of student groups with a contextual approach are lower than scientific learning (6) especially for students who learn to use a scientific approach, the results of the basic statistical test of student groups with essay assessments are more higher score than using portfolio assessment (7) especially for students who learn to use a contextual approach, the results of the basic statistical test for groups of students with portfolio assessment are lower than using essay assessment. Therefore, it is recommended for lecturers to know the success of students in receiving the material, it is better to use a scientific approach and form of essay assessment.

Authentic Assessment Techniques on Cognitive Aspects in Islamic Religious Education Learning at Elementary School Level

The teacher does not correctly and adequately understand the implementation of a valid assessment, so students do not understand the implementation of a valid assessment. This study aims to analyze how authentic assessment techniques on cognitive aspects are used by Islamic religious education teachers in elementary schools. The type of research used is qualitative research with a descriptive approach. This research uses a case study design because the researcher will reveal in-depth or analyze the research problem to obtain more specific results. The subjects in the study were one teacher of Islamic religious education and two students. The data collection used is primary and secondary sources. The primary sources used were observation, interviews, and documentation, while the secondary sources were reputable books and journals that matched the themes discussed. The data analysis using descriptive-analytic is divided into three stages, namely the critical analysis stage, critical interpretation, and concluding. The results of this study are several authentic assessment techniques on cognitive aspects used by Islamic religious education teachers, including written tests, oral tests, and assignments. This assessment technique is used to get a complete picture of student competencies in the realm of knowledge and can be used as a measuring tool for learning success so that assessment has an essential role in education.

Exploring the principles of English assessment instruments

Abstract The instruments language teachers employ to assess student learning are rarely studied and they constitute a significant source of input of how learning and teaching are conceived. The aim of this research is to analyze 205 assessment instruments created by English teachers. This is an exploratory case study, in which the assessment principles of Authenticity, Validity, Fairness, Reliability and Practicality were analyzed within the context of the assessment instruments. The 205 assessment instruments were analyzed by using an analytic rubric, which considered the language assessment principles as criteria. Through the different analyses, it is possible to conclude that traditional assessment was favoured over authentic assessment and four different clusters reveal that language assessment principles manifest in different degrees in each type of instrument. Interestingly, although language learning is mainly about how people try to communicate with others, teachers are still stressing the assessment of grammar and vocabulary knowledge instead of helping students develop the skill of foreign language communication through key authentic assessment, self-assessment and peer-assessment techniques and procedures.

Application of Authentic Assessment to My Daily Assignment Themes in Class II

This research aims to determine and describe implementation authentic assessment on the theme of my daily assignments which have been carried out in class II elementary school 77/1 Penerokan. This research was conducted using a qualitative descriptive method, namely the subjects were one principal and one homeroom teacher of class II elementary school 77/ 1 Penerokan. To collect data, observations, interviews and documentation with data analysis techniques using three flows, namely, reduction data, display data and draw conclusions.The results showed that at elementary school 77/1 Penerokan there were applying authentic assessment in learning on the themes of my daily assignments. The teacher has carried out appropriate assessment steps, among others determine standards, determine assessment techniques, determine criteria, determine rubrics, carry out assessments and provide scores or grades. The teacher carries out authentic assessment techniques on the themes of my daily assignments between others on attitude assessment using observation techniques; on assessment knowledge of using written test techniques, oral tests, assignments; and on skills assessment using performance assessment, product assessment and portfolio assessment. Teachers experience obstacles in implementing assessments authenticity, including time constraints and student constraints.

Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam (PAI) di Sekolah dan Perguruan Tinggi

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.

Literacy as a social practice in the early years and the effects of the arts: a case study

ABSTRACTLiteracy as a social practice has a fundamental role in children’s lives especially in the early years context, in which social interactions are in the centre of knowledge achievement. Several pieces of research investigate the positive contribution of the arts in children’s literacy development in the early years settings. However, most of them focus on the aspect of emergent literacy and phonological awareness, with some indirect arguments about literacy as a social practice. Having this in mind and the importance of literacy as a social practice, this project was designed. The purpose of this paper is to examine the effects of the arts in the development of literacy as a social practice in the early years settings. The intervention used the ‘Play and Learn through the Arts’ (PLA) programme for a full school year in a case study with 5–6-year-old children in Greece. The outcomes were measured using authentic assessment techniques and a semi-structure interview. The findings showed the positive contribution of the arts in the development of literacy as a social practice in the early years setting.

Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs)

ABSTRACTThe paper advocates the use of authentic assessment techniques, delivered in extra and co-curricular activities (ECCAs), to augment and improve student performance on academic law degree programmes. A combination of formative and summative methods in ECCA assessment provides the optimum environment to measure and improve the crucial critical reasoning skill – the key transferable skill to academic degree success. This skill, when developed in students, is also highly prized by prospective employers, and therefore, the use of authentic assessment improves graduate employability rates.

Alternative Assessment and Women Education in Nigeria

Women in Nigerian Society are in most cases not seen to have been well treated. This in most cases has been attributed to cultural factors which saw the place of the woman as in the kitchen. The situation is fast changing though and in some states within Nigeria there is a preponderance of women in schools. In many states, women education centers have been established to open up educational opportunities for women folk. Very often, the emphasis have been on vocational education specialties which in most cases are mainly amenable to alternative assessment if the psychomotor outcomes they emphasis are to be realized. This paper examines the women educationprograms as presently implemented in two states in Nigeria. A sample of fifty two trainers was used as source of data collection. A questionnaire which explores the assessment processes utilized was constructed. Supervisors of two of the centers were interviewed. The data was analyzed using an interpretative norm and thick descriptions. Alternative assessment procedures used often were identified. Based on the results it was recommended that teachers in these centers should be assisted to put into practice the use of some authentic assessment techniques.

Using Assessment and Feedback to Enhance Learning: Examining the Relationship Between Teachers’ Reported Use of Assessment and Feedback and Student Performance in AP Biology

This paper analyzes a national sample of teachers’ self-reported use of assessment and feedback in Advanced Placement (AP) biology classrooms. Descriptive statistics of what teachers reported doing in these two areas are discussed, followed by the identification of reported teaching practices variables that were found to be significantly related with student performance on AP biology exams. All the significant variables found are exemplars of authentic assessment and feedback practices and techniques. The study provides valuable information on the types of assessment and feedback practices currently being employed by teachers, and shows the relationship of such practices with actual student outcomes.

Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program

Librarians at Washington State University Vancouver helped the campus develop a method of assessing its General Education Program, a program based on university learning goals, one of which is information literacy. The assessment method, which relies on an electronic portfolio (ePortfolio) along with rubrics to evaluate work in the ePortfolio, enables the librarians to evaluate their information literacy program based on ACRL best practices guidelines, authentic assessment techniques, and the tenets of phenomenography. This paper will describe the library's use of this assessment method, while looking at the advantages and disadvantages of this process for assessment.

Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How ...

Experiences with Authentic Assessment Techniques in an Introductory Statistics Course

In an effort to align evaluation with new instructional goals, authentic assessment techniques (see, e.g., Archbald and Newmann 1988, Crowley 1993, and Garfield 1994) have recently been introduced in introductory statistics courses at the University of the Pacific. Such techniques include computer lab exercises, term projects with presentations and peer reviews, take-home final exam questions, and student journals. In this article, I discuss the University of the Pacific's goals and experiences with these techniques, along with strategies for more effective implementation.

Wherefore Art Thou, Multiple Intelligences? Alternative Assessments for Identifying Talent in Ethnically Diverse and Low Income Students

The recent popularity of Multiple Intelligences (MI) theory corresponds with current efforts to move away from the use of standardized measures of achievement and ability to more authentic assessment techniques, including portfolio and performance-based assessment. Gardner and his colleagues have strongly encouraged the application of MI theory to performance-based assessment. This study investigates the reliability and validity of a battery of instruments based on MI theory, including teacher checklists and performance-based assessment activities. The purpose in developing the instruments was the identification of talent in culturally diverse and/or low income kindergarten and first grade students. Results suggest acceptable evidence of reliability but raise questions about the validity of the assessments. This study has implications for both future research efforts and the application of MIbased, performance measures to the assessment and identification of talent.