Implementation Of Authentic Assessment Research Articles

Studi Evaluatif Berbasis Model Diskrepansi Terhadap Implementasi Asesmen Autentik Pada Mata Pelajaran Pendidikan Agama Kristen Kelas Viii Di SMP Kristen Kota Kupang

This study aims to determine and describe the discrepancy that occurs between ideal conditions and real conditions related to the implementation of authentic assessments in Christian Religious Education subjects according to the 2013 curriculum. that the assessment carried out only focuses on results without looking at the process. The method used in this research is descriptive quantitative. The results of this study are; (1) Discrepancies at the assessment planning stage are quite wide; product assessment is classified as small; portfolio assessment is small; project assessment is small, performance assessment is small. (2) The discrepancy at the self-assessment implementation stage is quite wide; small portfolio assessment; project assessment is small; performance assessment is quite broad. (3) Discrepancy at the self-assessment reporting stage is very wide, product assessment is small, portfolio assessment is small, project assessment is small, performance assessment is quite wide. The most dominant factor causing discrepancies is the lack of training related to the implementation of authentic assessments for Christian religious education teachers.

PELAKSANAAN PENILAIAN AUTENTIK DI MADRASAH (STUDI PADA GURU MATEMATIKA DI MADRASAH TSANAWIYAN NEGERI 2 BUKITTINGGI)

The 2013 curriculum emphasizes teachers to carry out authentic assessments. Authentic assessment is an assessment that is actually carried out on students. The implementation of this authentic assessment emphasizes the process rather than the results. It is very important for teachers to carry out authentic assessments in the classroom and outside the classroom to students in order to know the progress of student learning. This study aims to analyze the obstacles and solutions of Madrasah mathematics teachers in the implementation of authentic assessments. This research was conducted at Madrasah Tsanawiyah Negeri 2 Bukittinggi. This study involved 4 Madrasah mathematics teachers, hereinafter referred to as research subjects. Data or information related to obstacles and solutions for implementing authentic assessments were obtained through interviews. The results of this study include: Madrasah mathematics teachers encounter obstacles in planning, implementing, and reporting authentic assessments. These obstacles can be solved with solutions: increasing professional competence, participating in various pieces of training, playing an active role in teacher consultation activities both with one madrasa teacher and with outside madrasa teachers, being active in scientific meetings, and further studies such as through teacher professional education and masters degree.

Analisis Kesulitan Guru dalam Melaksanakan Penilaian Autentik pada Kurikulum 2013 di SDN 104208 Cinta Rakyat

Along with the implementation of the 2013 curriculum, many changes occurred in the learning components, especially in the assessment system, which in the 2013 curriculum is known as authentic assessment. Authentic assessment emphasizes activity-based learning that covers aspects of attitude, cognitive and psychomotor. The implementation of authentic assessments in the field is still not running as it should. There are still many teachers who have difficulty in carrying out authentic assessments in schools due to several factors. This study aims to describe the difficulties of teachers in carrying out authentic assessments in the 2013 curriculum at SD Negeri 104208 Cinta Rakyat. Data collection techniques were carried out through interviews and documentation. The sample in this research is a VB grade teacher at SD Negeri 104208 Cinta Rakyat. The data analysis technique uses interactive model data analysis techniques. Based on the results of data analysis, the results of the study show that there are several difficulties experienced by teachers in carrying out authentic assessments in the 2013 curriculum including (1) Incompatibility of the assessment rubrics in the teacher's book with current learning (2) Lack of improvisation in using assessment instruments ( 3) The problem of time constraints. The teacher's efforts/solutions to overcome the difficulties of authentic assessment are; (1) the teacher continues to carry out all the assessments in the teacher's book which includes the attitude domain, cognitive domain and pricomotor domain, (2) the teacher conducts discussions with fellow teachers at the school and the teacher practices to vary the existing attitude assessment, (3) teachers practice to pay more attention to how to manage time well so that the implementation of the assessment can be more optimal by dividing the days in conducting this authentic assessment.

Analisis Kesulitan Guru dalam Melaksanakan Penilaian Autentik pada Kurikulum 2013 di SDN 104208 Cinta Rakyat

Along with the implementation of the 2013 curriculum, many changes occurred in the learning components, especially in the assessment system, which in the 2013 curriculum is known as authentic assessment. Authentic assessment emphasizes activity-based learning that covers aspects of attitude, cognitive and psychomotor. The implementation of authentic assessments in the field is still not running as it should. There are still many teachers who have difficulty in carrying out authentic assessments in schools due to several factors. This study aims to describe the difficulties of teachers in carrying out authentic assessments in the 2013 curriculum at SD Negeri 104208 Cinta Rakyat. Data collection techniques were carried out through interviews and documentation. The sample in this research is a VB grade teacher at SD Negeri 104208 Cinta Rakyat. The data analysis technique uses interactive model data analysis techniques. Based on the results of data analysis, the results of the study show that there are several difficulties experienced by teachers in carrying out authentic assessments in the 2013 curriculum including (1) Incompatibility of the assessment rubrics in the teacher's book with current learning (2) Lack of improvisation in using assessment instruments ( 3) The problem of time constraints. The teacher's efforts/solutions to overcome the difficulties of authentic assessment are; (1) the teacher continues to carry out all the assessments in the teacher's book which includes the attitude domain, cognitive domain and pricomotor domain, (2) the teacher conducts discussions with fellow teachers at the school and the teacher practices to vary the existing attitude assessment, (3) teachers practice to pay more attention to how to manage time well so that the implementation of the assessment can be more optimal by dividing the days in conducting this authentic assessment.

Factors Affecting the Implementation of Authentic Assessment to Measure Students’ Reading Comprehension: A Case of English Teachers at State Senior High School 1 Purwodadi

The term of assessment refers to the wide variety of methods or tools that educators use to evaluate or measure students’ learning progress, skill, or acquisition. The benefit of assessment for teachers can be used to gather information on planning and modifying teaching and learning programs for students. This study concerns to the factors affecting the implementation of authentic assessment in reading comprehension. This study was aimed at answering four research questions regarding (1) the implementation of authentic assessment to measure students’ reading comprehension, (2) the correlation between teacher’s background and the implementation of authentic assessment, (3) the correlation between teacher’s professional development and the implementation of authentic assessment, and (4) the correlation between teacher’s belief and the implementation of authentic assessment. The researcher applied quantitative correlation research design. The correlation research design was used since it was appropriate to measure the significant correlation between those two variables. The findings revealed that three teachers as the subject of this research had good effort in implementing authentic assessment. They created various assessment to assess students’ reading comprehension. Based on the observation which has scored, their implementation belongs to good, enough, and fair criteria. The next finding is that based on the SPSS computation, among three factors stated previously, the teacher’s belief is significant correlate to the implementation of authentic assessment, meanwhile teacher’s background and teacher’s professional development are not significant correlate.

Authentic Assessment on Fiqh Subjects at Class XI IIk 2 MA Al Ma'had An-Nur Bantul

This research aimed to find out how the implementation of authentic assessment in online learning for fiqh subjects in class XI IIK 2 MA Al Ma'had An-Nur Bantul. This research was qualitative research with data collection techniques using observation, interviews, and documentation. While the data analysis method used the theory of Miles and Huberman. Not only that, the checking technique of the data validity used several criteria. The research results revealed that (1) includes competency assessment during the online learning process, the teacher saw student activity when participating in learning through Google Meet. (2) Knowledge Competence using written assessment instrument techniques and assignments or projects. (3) The psychomotor competence of students to practice creative and innovative skills. The assessment results could be seen from two things, namely, students were able to understand the material provided, and students were trained in honest behavior. The supporting factors were teachers, school facilities, and quota assistance. While the inhibiting factors were that the assessment was not very effective during the pandemic, learning was not conducive, and the lack of communication between teachers and students so that the administrators were overwhelmed in dealing with existing problems

CORRELATION OF THE USE LEARNING REPORT APPLICATION AND AUTHENTIC ASSESSMENT OF 2013 CURRICULUM ON ELEMENTARY TEACHERS’ PERFORMANCE IN BANTUL REGENCY

This research aims to analyze the relationship of using the student report application and the authentic assessments of curriculum 2013 to the elementary school teachers’ performance in Bantul regency. The main background for conducting this research is because the majority of teachers in Bantul Regency have used this application in their assessment. This research uses the survey method for elementary school teachers in Kapanewon Kasihan, Bantul Regency. The research sample is taken using a simple random sampling technique of 150 teachers among the whole 240 elementary school teachers This research uses a quantitative approach with correlational descriptive, and the instrument in this research was a questionnaire using a Likert scale model through the Goggle Form online. The data is processed in the multiple linear regression analysis method tabulated with the SPSS for version-26 Windows program. The hypothesis test uses the product moment correlation which previously carried out pre-requisite tests which included normality test, homogeneity test and linearity test. The results showes that: (1) there is a significant relationship between the students report application and teacher performance, based on the hypothesis test results, a correlation value of 0.762 is obtained with a sig value of 0.000 <0.05; (2) there is a significant relationship between authentic assessment and teacher performance, this is based on the results of the hypothesis test which obtaines a correlation value of 0.757 with a sig value of 0.000 <0.05; (3) there is a significant relationship between the use of student report application and the implementation of authentic assessment applied together on the performance of elementary school teachers with a double correlation value of 0.857 and R Square of 73.4%. The result of this research indicates that there is a positive and significant relationship between the student report application and authentic assessments with the performance of elementary school teachers in Kapanewon Kasihan, Bantul Regency.

IMPLEMENTASI PEMBELAJARAN BERBASIS HOTS (HIGH ORDER THINKING SKILL) DI SEKOLAH DASAR KOTA MALANG

HOTS (High Order Thinking Skill) is material used by the students for helping the achievement of the competency standard , the purpose of education of primary and competence have (Depdiknas.2006) This study aims to describe the implementation of learning based on High Order Thinking Skills (HOTS) in Elementary Schools in Malang. It is well known that the implementation of the 2013 curriculum suggests that the importance of applying HOTS to the learning process in elementary schools. Therefore, it is necessary to conduct a study in the form of research to see the effectiveness of its implementation in elementary school. This research is a descriptive study with a qualitative approach. There are 2 methods used, namely descriptive and evaluative methods. The study population was all elementary schools in Malang. The research sample there are 40 public elementary schools in all districts in Malang. Data was collected using interview guidelines, observation sheets, and documentation. The results showed: (1) the average level of success of teachers in formulating HOTS-based learning planning in SD Malang only reached 79.46 even though it was in the Good category. (2) The average success rate of the implementation of HOTS-based learning as a whole is at 74.81% with the Fair category. (3) The average success rate of HOTS-based authentic assessment formulation in SD Malang is at 74.65% with the Fair category. Thus, improvement efforts are still needed, especially those related to the implementation of learning and authentic assessment of HOTS-based learning in Malang Primary School.

Analysis on the implementation of authentic assessment in Singapore classrooms

In order to promote students' ability to accomplish real-world tasks, Singapore education adopts authentic assessment to develop students high-order thinking. Unlike traditional assessment, authentic assessment verifies students learning by looking at how they apply knowledge. The educational context in Singapore that is undergoing a transformation toward promoting students competency is supportive of authentic assessments development. The implementation model of the portfolio and the representative authentic assessment method are discussed to give a more detailed introduction of how authentic assessment runs in real talk. The encounter of chances and challenges in Singapores experience of embracing authentic assessment offers an instructive example for the worldwide prospect of the wider use of authentic assessment in the future.

Kendala Implementasi Penilaian Autentik Selama Masa Pandemi Covid-19 di Tingkat Sekolah Dasar

The problem in Authentic assessment to date is that there has not been found a learning design for online assessment. This study focuses more on exploring the obstacles faced by elementary school teachers in implementing authentic assessment and providing alternative solutions to maximize implementation in schools. The research method uses qualitative research with an ethnographic design. This research was conducted from January to July 2020 with interviews to find out the teacher's obstacles in implementing authentic assessment in the 2013 curriculum. Qualitative data analysis consisted of three activities that occurred simultaneously, namely: data reduction, data presentation, and drawing conclusions. The results show that the implementation of authentic assessment in schools has not been going well. Teachers find it difficult to enter students' final grades into their report cards, the lack of students' ability to understand questions, and obstacles in implementing the skills domain, which takes a lot of funds so that sometimes it doesn't go well.

Kendala Implementasi Penilaian Autentik Selama Masa Pandemi Covid-19 di Tingkat Sekolah Dasar

The aim of the study is to explore: (1) the implementation of authentic assessment in elementary schools, (2) the obstacles of teachers in carrying out authentic assessments in elementary schools, (3) solutions to minimize obstacles in the implementation of authentic assessments in elementary schools. The research method uses qualitative research. The samples used were fourth, fifth, and sixth-grade teachers who were randomly selected. Collecting data through interviews, observation, and documentation. Triangulation technique used to estimate the validity of data. Data analysis uses reduction, presentation, and conclusion techniques. The results showed that (1) the implementation of authentic assessments in schools had not gone well, (2) the teacher had problems in entering students' final grades into their report cards, the lack of students' ability to understand questions and obstacles in implementing the skills domain, which took a lot of funds so that sometimes not going well, (3) the solution offered to minimize the constraints of authentic assessment is a change in the authentic assessment paradigm which is more flexible. The flexibility of authentic assessment can be achieved by utilizing digital-based assessments because the assessment system can be done at any moment.

Implementation of Authentic Assessment in Al-Islam and Muhammadiyah Learning at Junior High School

Education is a series of processes with the main mission of turning on human nature as a being with good character and being educated. With these efforts, it is able to encourage the ability to think, work, behave, and behave towards a human who is perfect in mind, body, and spirit. In the world of education, basically the evaluation of learning cannot be separated from the conditions of the times. One form of learning evaluation to measure student achievement in the 2013 curriculum is authentic assessment. Authentic assessment is an assessment that is carried out comprehensively to assess the input and output of students' learning. The purpose of this study was to determine the implementation and constraints in the application of authentic assessment in learning Al-Islam and Muhammadiyah at SMP Muhamamdiyah 3 Kutorejo . The research method used was qualitative research. The subjects used in this study were teachers and students of SMP Muhammadiyah 3 Kutorejo. Types and sources of data used are primary and secondary data sources. While the data collection technique is by means of observation, interviews and documentation. Meanwhile, data analysis and interpretation techniques are used, namely data reduction, data presentation and data verification. The results obtained in this study indicate that the implementation of authentic assessment in learning Al-Islam and Kemuhamamdiyahan at SMP Muhammadiyah 3 Kutorejo has been implemented well.

Evaluation of the Implementation of 2013 Curriculum Vocational Batubara Regency

This research aims to evaluate the implementation of the 2013 Curriculum in Batubara District. The components of curriculum implementation that are evaluated include: (1) student conditions, (2) teacher conditions, (3) teacher understanding of the curriculum, (4) conditions of infrastructure, (5) lesson planning, (6) implementation of scientific-based learning, (7) ) implementation of authentic assessments, and (8) authentic assessment results related to aspects of attitudes, knowledge and skills. The evaluation model used is the Model evaluation model Stake Countenance by collecting information on curriculum implementation component data and then comparing it with the standards of the ministry of education. The population consists of 13 SMK. The research subjects were principals and teachers who were determined by purposive sampling technique. The instruments used were questionnaire sheets, observation sheets, and documentation sheets. The trial of the questionnaire instrument was conducted at a vocational school in Batubara district. Data analysis using descriptive techniques. The results of the study, the condition of the students was 93.4%, the condition of the teacher was 75%, the condition of the infrastructure was 69.3%, the understanding of the 2013 curriculum was 80%, the lesson planning or RPP was 75%, the implementation of learning was 95%, the implementation 90% authentic assessment, 82.5% authentic assessment results. Based on the results of the study, it can be concluded that all aspects in each stage have not been fulfilled maximally according to the standard.

Authentic Assessment Implementation in Natural and Social Science

Assessment methods are important to create qualified graduates who are ready to face the real world. Authentic assessment is considered to be the most effective method to achieve this. The application of authentic assessment is often universal. However, there is a difference between natural sciences and social sciences. If it is used for different scientific constructions, then the authentic assessment should also be different. Therefore, there is a need for authentic implementation research in these two fields of science. This research is survey research with quantitative descriptive method. This study focuses on the analysis of differences in implementation of the assessment carried out, assignment techniques, assessment components, and post-assessment at the State University of Malang in two different fields of science, namely natural sciences and social sciences. The population in this study was 1069 lecturers represented by 270 sample lecturers. There are 106 (39.26%) samples of lecturers representing 388 (36.3%) lecturer populations from 2 natural fields and 164 (60.74%) samples representing 681 (63.7%) lecturer populations from 6 social fields. The analysis is carried out by comparing the results of each aspect of the assessment implementation in the two fields. Almost all aspects of authentic assessment between the natural and social sciences had no difference. The only differences were in the assessment form and individual assignment techniques that were performed. Social science conducted non-test assessment only higher than the natural science. Measured tests were primarily used in the natural science using Higher-Order Thinking Skills questions. Performance test was mostly conducted in social science.

Penilaian Autentik pada Pembelajaran Pendidikan Agama Islam di SMP Negeri 4 Pematangsiantar

Assessments are often unable to assess what is really meant to be graded, even it seems that it is just giving a score. In fact, a real assessment is needed according to the results shown by students. This study aims to analyze the planning and implementation of authentic assessments as well as the obstacles faced in Islamic religious learning at SMP Negeri 4 Pematangsiantar. The study used a qualitative descriptive study, collecting data through observation, interviews, and documentation. Data analysis techniques through data reduction, data presentation and drawing conclusions. The results of the study explain that the planning of authentic assessment is done by first compiling an instrument based on the learning objectives that have been set, but in this case the teacher only modifies the instrument that has been approved by the curriculum development team of the city education office. Implementation is carried out by applying performance learning such as fardhu kifyah practice, ability tests in the form of non-tests, or observation sheets. Some of the obstacles faced by the large number of students who want to be assessed, personal value bias, difficulty in scoring management. The point is that authentic assessment is in accordance with the characteristics of Islamic education learning which does require performance-based or practice-based assessments.

Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback

A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed.
 Keywords: authentic assessment, curriculum, washback Effect

Implementasi Penilaian Autentik pada Pembelajaran Tematik di Sekolah Dasar

As an educational institution that implements the 2013 curriculum, the school will directly apply the appropriate assessment, namely the Authentic assessment. The purpose of this study was to determine the implementation of Authentic Assessment on thematic subjects at the fifth grade of SDN 003 Sungai Salak, Tempuling District, this study used descriptive quantitative research methods. The result of the data analysis concluded that the implementation of authentic assessment in thematic learning in Class V SDN 003 Sungai Salak, Tempuling District was categorically as good.

PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

ANALISIS KEPRAKTISAN INSTRUMEN PENILAIAN AUTENTIK MATERI EKOSISTEM DI SMA DITINJAU DARI ASPEK PENGGUNA

This study aims to analyze the practicality of an authentic assessment instrument for ecosystem materials in high school which has been developed using the 4D development model (Define, Design, Development, Disseminate) by Thiagarajan. The practicality of the instrument in terms of the user aspect is measured using a teacher response questionnaire filled out by the teacher and also students who are given an assessment instrument to use. Aspects assessed in the instrument are related to aspects of clarity and aspects of understanding/acceptance. Practically, teachers find it easy to use it in assessing student learning outcomes and students who feel enthusiastic about learning that apply authentic assessment instruments. From the results of data analysis carried out, the teacher gave a very positive response to both aspects which were assessed with a student response value of 92.5% greater than 85%. Meanwhile, the student response showed that the students gave a positive response to the implementation of authentic assessment of ecosystem materials with a response value of 84.11%. Thus, it can be concluded that the authentic assessment instrument for ecosystem material that has been developed can practically be used properly and gives a positive response from both teachers and students.

AUTHENTIC ASSESSMENTS IN ENGLISH LANGUAGE TEACHING: A CASE IN SMP NEGERI 6 SEMARANG

The Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to apply authentic assessment as the method of assessing the students’ competence. Point to that, the implementation of authentic assessment as well as its washback should be investigated. For that reason, this study is trying to investigate: (1) authentic assessments applied in English teaching and learning, (2) the types of authentic assessment used, (3) the teachers’ difficulties in applying authentic assessment, (4) washback effect of the use of authentic assessment. This study applied qualitative design to capture the implementation of authentic assessment. Observation, documentation, questionnaire, and interview were carried out to get the data. The subject are English teachers and the students. The results showed that the authentic assessment applied in English teacher class of SMP N 6 Semarang, especially in eighth grade is in the level good. The teachers had applied authentic assessments in the teaching and learning process. The types of the authentic assessments were oral interview (in speaking test), story or text retelling (in speaking), writing sample (in writing test), and experiment or demonstration. Furthermore, relating to the washback of authentic assessment, it has been confirmed by the teachers that its implementation can improves the student’s English learning achievement. On the other hand, teachers also faced some difficulties in applying authentic assessment due to their lack of knowledge of authentic assessment.