Implementation Of Authentic Assessment Research Articles

Teachers’ Understanding and Implementation of Authentic Assessment in the Integrated Curriculum for Grades 1 to 3: The Case of Nepal

This study explores the implementation and understanding of authentic assessment within Nepal’s integrated curriculum for grades 1-3, which emphasizes the development of soft skills alongside academic learning—utilizing a convergent mixed-methods design, including quantitative surveys of 280 teachers and qualitative interviews with eight teachers, conducted in December 2023. The findings identify significant gaps between the theoretical principles of authentic assessment and its practical application. While approximately two-thirds of teachers report familiarity with authentic assessment, many continue to rely on traditional methods such as rote memorization and paper-pencil tests. Key challenges include resource constraints, inadequate professional development, and time limitations. The findings underscore the need for enhanced teacher training, clear policy guidelines, and improved resources to better align assessment practices with the goals of the integrated curriculum, thereby fostering a more holistic educational experience that effectively nurtures academic competencies and soft skills in early-grade learners. Keywords: authentic assessment, integrated curriculum, soft skills, early grade education, Nepal

Implementation of Authentic Assessments in Daarul Qur’an International Primary School

Implementation of Authentic Assessments in Daarul Qur’an International Primary School

Toward achieving authentic assessment of learning in the practical physiology classroom

Introduction: From the point of view of authentic assessment, learning assessment should be conceived as a dynamic, flexible, motivating, holistic process that allows exploring students' performance in situations similar to those they will face in their professional life, occurs in parallel to the teaching process and favors learning. The practical classroom is an ideal scenario for the implementation of authentic assessment, this type of assessment has become a paradigm when it comes to assessing learning, but is the assessment of learning that we use really authentic? Objective: Analyze the learning assessment in the physiology practical class as an authentic assessment tool. Methods: A analytical-explanatory study with a mixed approach was carried out. Two instruments were used: a survey and a checklist that was constructed based on the theoretical references of the subject. Results: From the student's perception, the evaluative activity of the practical class meets their expectations and can be considered authentic; the use of the checklist showed that it meets the necessary characteristics of an evaluation to be considered authentic. Conclusions: In order to consider an assessment of learning as authentic, it must be based on situated learning and must be an assessment for learning and not of learning; therefore, it must propose activities in accordance with the context in which the student and future professional lives and develops.

Implementation of Authentic Assessment in PAI Learning in Improving Student Motivation and Learning Achievement at SDIT Semarak Rejang Lebong

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development.

Meningkatkan Kualitas Pembelajaran Melalui Asesmen Efektif di Era Kurikulum 2013

This study aims to explore the application of authentic assessment by Indonesian teachers at various levels of education (elementary, junior high, high school) in Indonesia. The main problems discussed are the lack of critical thinking skills development in students and the challenges in the implementation of authentic assessment in the context of daily learning. The research method used is a qualitative approach with case studies as the main focus. Data was collected through in-depth interviews, direct classroom observations, and analysis of documents such as Learning Implementation Plans (RPPs) and student portfolios. The results of the thematic analysis highlight general patterns, key themes, and conclusions related to the benefits, challenges, and strategies in implementing authentic assessments. This research is expected to provide in-depth insights into the effectiveness of authentic assessment in improving Indonesian learning in Indonesia.

Authentic Language Assessment Training and Implementation in Public Elementary Schools

Authentic Language Assessment Training and Implementation in Public Elementary Schools

The Implementation of Authentic Assessment in Arabic Language Learning

This study was conducted to investigate the implementation of Authentic Assessment in Arabic and the obstacles experienced by teachers. This study used a descriptive qualitative approach. The data collection techniques were observation, interviews and documentation. The technique used is the analyzing the data was the Miles and Huberman model, namely data collection, data reduction, data presentation, and conclusions. The result of this study showed that there where three aspects of student assessment, namely the cognitive realm which includes oral, written, and assignment-based evaluations with oral; the affective realm which assesses student attendance through a liaison attendance system and evaluates student attitudes; the psychomotor realm which involves practical assessment by making calligraphy in groups. The obstacles faced were the absence of a language lab, limited time, and uneven student backgrounds. The benefits of this authentic assessment are that everything students do is valuable and gets points. Students can express ideas. Students are passionate about learning Arabic. Students can know and interpret their own scores according to their behavior and activeness in class.

Enhancing Student Employability Through Authentic Assessment

This study explores the implementation of authentic assessment to enhance student employability through participating in interviews with real-world employers. Industry-leading employers conduct mock interviews with students to allow them to sharpen their interview skills and assist in understanding the expectations of prospective employers. A key finding of the study is that students who are equipped with the necessary training for interview skills and career development learning will gain confidence and self-esteem, fitted with both interview and soft skills, hence preparing them for answering interview questions and enabling an environment for students to feel confident in real-world interviews.

The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University

The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alignment with learning outcomes, are discussed. Challenges faced by lecturers in preparing clear and objective assessment criteria are acknowledged, yet the benefits of authentic assessment in fostering 21st-century skills are emphasized. The study concludes that authentic assessment under the Merdeka Curriculum offers a more comprehensive evaluation approach, encompassing not only knowledge but also skills and attitudes, thus providing students with diverse opportunities to showcase their abilities. Keywords: authentic assessment, speaking, MBKM Curriculum

Constructing and validating authentic assessments: the case of a new technology-based assessment of economic literacy

BackgroundAuthentic situations are considered a source of learning due to their real world relevance. This can encourage learners to acquire new knowledge. Increasing digitisation and associated resources, such as professional development opportunities for teachers, technology tools, or digital equipment for schools enable the development and implementation of authentic assessments. The basic academic principles for acquiring economic literacy are already provided in lower secondary school. This article examines, using the example of a new authentic technology-based assessment (TBA)—Economic Literacy—Assessing the Status Quo in Grade 8 (ECON 2022) -, the processes involved in constructing a TBA. The purpose is to develop a curricular valid measurement instrument for surveying the current state of economic literacy in the 8th grade of a German federal state. This study explores which economic competencies students—typically between 14 and 15 years of age—possess in Grade 8, and what level of competence can therefore be expected of them at the beginning of a vocational training programme. The assessment is geared toward the curriculum of the subject of economics and is based on a domain model. This article presents the background and construction process for the development of ECON 2022 as a TBA.MethodsTo check the validity of test construction with a focus on the implementation of the authentic assessment and an analysis of difficulty-generating characteristics, the ECON 2022 test items were validated with an expert survey (N = 25). The two-stage data analysis comprised a descriptive quantifying analysis of the rating from the difficulty-generating characteristics specificity, cognitive demand and modelling and the design criterion authenticity. A set of experts rated the criteria. The expert survey was then compared with a previously conducted rating by the research team. The analysis of free-text comments on individual items was carried out discursively and qualitatively by the research team. Both sources of information were used to adapt the test items to measured item difficulties from the field test. For this purpose, items of great difficulty were changed to slightly easier items. In this context, the paper focuses on two central research questions: - How does the authenticity of a test environment relate to difficulty-generating criteria at item level? - Does the authenticity of a test environment have an impact on test results?ResultsResults are as follows. (1) The ECON 2022 assessment offers an example of a test design in which the use of TBAs can support innovative and interactive item development. (2) Using the ECON 2022 assessment enabled the implementation of an assessment of economic literacy using authentic situations and the mapping of different facets of economic competence. (3) The validation study showed that the actual item difficulty did not correlate significantly with the authenticity of the assessment, and authenticity thus did not contribute to item difficulty.ConclusionThe results of the study show that we were successful in developing an authentic TBA in ECON 2022. ECON 2022 allows us to examine economic literacy in schools with a high degree of curricular validity and relevance and to analyse what level of competence and knowledge can be expected of students when they enter a vocational training occupation.

An Analysis of the Implementation of Authentic Assessment Used by the Teachers to Evaluate the Students’ Speaking Skills

Abu Hasan, 2023. "An Analysis of the Implementation of the Authentic Assessment Used by the Teachers to Evaluate the Students’ Speaking Skills." Supervised by Erwin Akib and Nur Qalbi. This study aimed to analyze the implementation of the authentic assessment in assessing students’ speaking skills by the teachers of SMA 19 Negeri Gowa and the problems that the teachers encounter in implementing the authentic assessment. The research used a qualitative method, collecting data through two instruments which were observation checklists and interview guides. The subjects of this research were two English teachers who taught in the tenth and twelfth grades. The findings of this study revealed that teacher who taught in grade tenth implemented all the aspects of the Authentic Assessment to evaluate students’ speaking skills based on K-13 (Kurikulum 2013) which included observation, performance, project, written and oral tests, self-assessment, assignment, and portfolio. however, the teacher who taught in the twelfth grade did not apply the project and portfolio due to the lack of time. He found it difficult to manage his time because of many projects in the class that took some quite time. Therefore, the challenges teacher who taught in the tenth grade has not faced any challenges at all because the K-13 (Kurikulum 2013) had integrated the four skills of English which makes the assessment of the teacher easier while the teacher who taught in the twelfth grade faced a challenge in managing his time which made he needs to cut two aspect of the authentic assessment to fit the time. It can be concluded that both teachers understand the implementation of authentic assessment in class especially to evaluate students’ speaking skill.

Penerapan Model Penilaian Autentik Terhadap Pembelajaran Menulis Cerpen

The aim of this research is to describe the teacher's planning in carrying out authentic assessment applied to Indonesian language subjects and to describe the application of the authentic assessment model to the short story writing learning of Class IX students of SMP Negeri 1 Pana. The research was conducted as a qualitative type of research and used a case study approach. Data collection procedures were carried out using observation, interviews and documentation methods. Data analysis includes data collection, data reduction, data presentation and data verification. The results of the research are that (1) The implementation of the 2013 Curriculum at SMP Negeri 1 Pana has been carried out even though the implementation was carried out in a gradual manner and in this year's learning the 2013 curriculum has been implemented in all classes. (2) The implementation of authentic assessment in Indonesian language learning at SMP Negeri 1 Pana has been carried out in accordance with the provisions of the 2013 curriculum. (3) Preparation for authentic assessment carried out by Indonesian language subject teachers on knowledge competency. (4) Implementation of authentic assessment in Indonesian language learning on knowledge competencies using written test techniques, oral tests and assignments.

Implementation of the Merdeka Curriculum and its Impact on Effective Learning Achievement in Elementary School

<em>The study on the Implementation of the Merdeka Curriculum at elementary school, reveals a positive overall readiness and commitment among teachers to adapt to changes in the learning approach. Through interview analysis, it is evident that teachers comprehend the Merdeka Belajar concept and are prepared to embrace the new curriculum, emphasizing creativity and innovation. Significant obstacles arise from differences with the previous curriculum, notably in project-based learning assessments, necessitating deeper understanding and additional training. The assessment aspect analysis indicates effective implementation of formative and authentic assessments by teachers. However, challenges linked to the lack of understanding among teachers and parents about the Merdeka Curriculum, particularly Merdeka Belajar, may impact curriculum goal achievement. Consequently, concerted efforts are required to improve parental understanding and support, along with additional training for teachers regarding assessment within the Merdeka Curriculum context. The curriculum encourages teachers to design more engaging and interactive learning experiences, granting students the freedom to choose subjects and unlocking opportunities to explore talents and potentials in various fields.</em>

Implementation of the Use of Authentic Assessments for Biology Teachers in Public High Schools in Makassar City

Abstract. This study is a quantitative descriptive research that aims to examine the Biology teachers’ perception on authentic assessment in SMAN (public senior high schools), the implementation of authentic assessment in Biology learning, and the inhibiting factors of Biology teachers in implementing authentic assessment at SMAN in Makassar City. The research population were 23 SMAN in Makassar City. Of the 23 schools, only 16 schools had teachers willing to be respondents or the sample of the study with the total of 35 Biology teachers at SMAN in Makassar city. Data collection techniques employed observation, questionnaires, and interviews. The results of the study reveal that the Biology teachers’ perception on authentic assessment is categorized as Very Good, while the implementation of authentic assessment by Biology teachers at SMAN in Makassar City which includes the cognitive, affective, and psychomotor domains is categorized as Very Good as well, where the teachers assess the knowledge competency by giving written and oral assignments to students, in the affective domain the Biology teachers at SMAN in Makassar City assess each student during and after learning, and in the psychomotor domain the teachers conducts an assessment by giving project assignments, portfolios, and products to students both individually and in groups. The inhibiting factors encountered by Biology teachers in authentic assessment overall have similarities, namely limited time in assessing, lack of students’ motivation in learning, and lack of availability of facilities and infrastructure in Biology Laboratory.Keywords: Authentic Assessment, Perception, Assessment Implementation, Assessment Inhibiting Factors

ANALISIS PELAKSANAAN PENILAIAN AUTENTIK DI SMA NEGERI 1 WAIGETE

ABSTRACTThis study aims to determine the implementation of authentic assessment at SMA Negeri 1 Waigete. This research was conducted for one month from 12 January to 12 February 2023. The research method used was descriptive qualitative. Data collection was carried out using questionnaires, interviews and documentation. Sources of data used in this study are primary data and secondary data. The research results obtained by the researchers indicate that all teachers have carried out authentic assessments. Teachers have used authentic assessment during the learning process which includes three aspects of competency, namely attitudes, knowledge, and skills, but there are still some teachers who do not understand authentic assessment. This is because there are still some teachers who have never attended training, there are many assessment indicators that require a lot of time, and the facilities and infrastructure are inadequate. Keywords: Authentic Assessment, Implementation.

Implementation of Authentic Assessment in Islamic Cultural History Subject Within the Independent Curriculum

This research aims to describe and analyze the implementation of authentic assessment in the "Kurikulum Merdeka" (independent curriculum) for the subject of Islamic cultural history at the Tsanawiyah madrasah level. The method used in this research uses qualitative research with a case study research design. This research was conducted at MAN 2 Banyuwangi with the observation, interview, and document study stages, supported by primary data using books, journal research, and relevant theories. The data collection techniques were interviews, documentation, observation, and questionnaires. The data analysis technique involved analyzing interactions through the steps of data collection, data reduction, and data presentation. This study's results indicate that the assessment implementation includes the cognitive, affective, and psychomotor domains. Assessment in the cognitive domain is in the form of written tests, oral tests, and assignments. Assessment in the affective domain is self-assessment and observation. Assessment in the psychomotor domain is in the form of assessment of performance, projects, products, and portfolios. Teachers faced obstacles in conducting authentic assessment activities, such as the complexity of instrument preparation, using numerous rubrics, too many points for each assessment, and limited time constraints.

THE IMPLEMENTATION OF AUTHENTIC ASSESMENT IN RAISING THE STUDENT'S SPEAKING SKILL AT RELIGIUS PROGRAMS (MANPK) SENIOR HIGH SCHOOL 01 JEMBER

This research was conducted with the aim of knowing the Implementation of Authentic Assessment in Improving Maharah Kalam Students of Madrasah Aliyah Religious Programs (MANPK) in MAN 01 Jember. This research used descriptive qualitative, while the data collection technique used interviews, observation, documentation, While the techniques used in this research used technical validity of the data is done by triangulation of sources and techniques. interaction analysis with the steps of data collection, data reduction, data presentation and drawing conclusions or verification. From the results of this study, there are three assessments, namely knowledge, namely the teacher uses written test instruments and oral tests. The oral test is carried out at Maharah Kalam, while the written test is carried out after one lesson or at the end of the semester. The attitude assessment carried out in the MANPK program can be seen from the discipline aspects of students both in class and in the dormitory. Assessment of skills in learning Arabic in Maharah Kalam is direct practice when the teaching and learning process in class takes place using the book Al-'Arabiyah Lil Hayah and Al-'Arabiyah Baina Yadaik.

IMPLEMENTASI ASESMEN AUTENTIK RANAH SIKAP PADA KURIKULUM ISMUBA DI SD MUHAMMADIYAH KADISOKA

This study describes the implementation of an authentic assessment of the attitude domain in the ismuba curriculum at SD Muhammadiyah Kadisoka. This study aims to analyze the implementation of an authentic assessment of the attitude domain in the ismuba curriculum so that it is able to form a positive character in every student at SD Muhammadiyah Kadisoka. The research method that the researcher uses in this study is a descriptive qualitative method, namely by conducting various analyzes found in the field relating to the implementation of authentic assessments in the realm of attitudes in the school. The data sources consist of primary data and secondary data, namely the ismuba coordinator, ismuba curriculum documents at SD Muhammadiyah Kadisoka and documents related to the school curriculum. Based on the results of the study, it can be concluded that the implementation of an authentic assessment in the domain of attitudes in the ismuba curriculum is carried out in a structured and good manner, even the school provides an activity book that must be filled out by parents/guardians to assess student attitudes when outside the school environment.

Complexities of Authentic Assessment Implementation in English Learning at Rural Areas-Based High Schools

This research aimed to examine the level of the implementation of authentic assessment by high school English teachers in a rural area of Siak district, Riau Province, Indonesia, and to explore their perception regarding authentic assessment. This research used a mixed method in which both quantitative and qualitative data were collected and analyzed. The research samples were 39 high school English teachers in the Siak region. The research instrument used is a questionnaire comprising 38 closed and three open questions, distributed online via Google Forms. The questionnaire was designed using Likert Scale with options ranging from 1-5 (very poor to very good) Data were also collected using semi-structured interviews to enrich data from the Google Form. This study found that the total average score of quantitative data is 4.1, classified as good. That means the implementation of authentic assessment by English teachers is at a good level. Then from the qualitative data analysis, it appeared that most teachers have a positive perception of authentic assessment as a tool for monitoring and evaluating student learning outcomes. However, there are still some problems faced by the teachers in implementing this assessment, such as the lack of time allotment for the English subject at school and the complexity of the assessment procedures. This implies that some policies are required to make the authentic assessment work well at school levels so teachers can benefit from the assessment for improving English learning at schools.

Analysis Of The Implementation Of Authentic Assessment In The Independent Learning Curriculum In Elementary Schools

Assessment or Assessment is a systematic activity whose process is continuous which is continuously used as a measurement tool for assessing student learning outcomes and as a basis for processing assessment data which is intended as a report on student learning progress ultimately based on certain criteria and considerations for educators. The readiness of symptom evaluation instruments for classroom teachers is an important job to assist in working on the nature of the school, in particular to provide an understanding of demonstrative evaluation, especially to action members, to be specific educators. This article discusses how authentic assessment activities for self-paced curriculum are implemented. The Seven Stages Model Theory of Program Planning and Development is used in service implementation, and qualitative analysis is used in service analysis. The method of reviewing articles and reference sources becomes a supporting instrument. The implementation of the independent curriculum, the introduction of diagnostic assessment, the manufacture of diagnostic assessment instruments, and the analysis of question items are the four topics discussed in the technical guidance material. The advantage that members gain after taking this special assistance is that they can build their insight into the demonstrative evaluations carried out in learning in the learning space; Learn the technical details of diagnostic assessment tests so that they can be used in daily learning, and at least the references are clear enough; Able to understand ongoing curriculum modifications and obtain teaching strategies based on the applicable curriculum.