Authentic Assessment Model Research Articles

PROBLEM BASED AUTHENTIC ASSESSMENT MODEL IN INDONESIAN LEARNING: STUDY IN GENERAL HIGH SCHOOL PADANG LAWAS UTARA, INDONESIA

Purpose of the study: The purpose of the study is to describe the results of the development of authentic problem-based assessment models in learning Indonesian in high school. This development uses the Plomp model which has stages, preliminary research, prototyping, and evaluation. The product developed is a problem-based authentic assessment model book and a teacher's manual. Both books were tested for validity, practicality, and effectiveness well.
 Methodology: The development of this research follows the preliminary, prototype and evaluation research stages. The three steps are carried out selectively. The validity of the model is obtained from an expert judgment of the problem based authentic assessment model book and the problem based authentic assessment handbook. The trial was conducted in class XI of high school to see the practicality and effectiveness of the model book and the guidebook.
 Main Findings: The development of this authentic problem-based assessment model has produced model books and manuals for Indonesian language teachers in high schools. The results of this study indicate that (1) the problem-based authentic assessment model is very valid, (2) the problem-based authentic assessment model is very practical, and (3) the problem-based authentic assessment model is very effective in learning Indonesian.
 Applications of this study: Teachers can more easily assess the process and learning outcomes in learning Indonesian. The problem-based authentic assessment model can be used in language skills (listening, speaking, reading and writing). The teacher can develop appropriate assessment instruments used to assess students' knowledge, attitudes, and psychomotor. The grades obtained are not only numerical but in the form of student work.
 Novelty/Originality of this study: This authentic problem-based assessment model presents problems in the form of text or questions to be answered by students. Assessment instruments are presented to teachers to assess students' attitudes, cognitive, and psychomotor. The teacher can judge according to the student's ability to answer the questions given. Furthermore, to assess student and psychomotor attitudes, teachers can use portfolio and project instruments.

Development of authentic assessment model in the field of mathematic for early childhood in Palembang City

The focus of this research is to develop a valid and reliable of authentic assessment models in the field of mathematic for children aged 6-7 years. This research is Research and Development (R&D) that produce the product in the form of authentic assessment model in the field of mathematic for early childhood. This product is standardized through expert validation. The step of this research is planning, development, and evaluation. Data were analysed using formative evaluation consists of expert review, one to one evaluation, and small group evaluation. The result of the research shows that the model of authentic assessment in the field of mathematic for early childhood has been produced.

Enhancing Students’ Drama Performance: A Process Approach

This research aims at describing and developing website based authentic assessment model on drama course in English literature study program. The research data comes from descriptive information of the experts or validator along with the suggestion from the students as the product user through the PBL activity combined with the observation and recording with video tape. Data analysis is done by using rubric measure: a) the information completeness which is applied on the work sheets. b) the information comprehensiveness which is included in the paragraph written by the students. The overall of the flow diagram are : Preparation: choosing the research based article which is relevant with the course; preparing worksheet and observation sheet. Implementation: the students read the research based article and fill in the worksheet. . Observation: filling in the observation sheet and writing anecdotal record. Reflection: analyzing the observation sheet and measurement rubric. With the implementation of authentic assessment toward the students who participate in the drama appreciation course. The obtained results show significant increase in their competence through the 6 kinds of task which contain website based authentic assessment on the stage of manipulating expression, scripting, dialogue reading, pre performing and stage performance.

An authentic assessment model to assess kindergarten students' character

The aim of character development is essential to know, especially for kindergarten pupils. It might help teachers in developing students and offering helps and services. Thus, an assessment model is needed to identify children's character development easily and accurately. This study aims to (1) develop an assessment model for evaluating kindergarten pupils’ character which is considered valid, reliable, and fulfill the criteria of goodness of fit statistic, and (2) know the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten. This research used Plomp’s Research and Development Model. Data were collected using a questionnaire, documentation, interview, observation, and Focus Group Discussion. The validation was proven by the expert judgment with the Aiken’s V formula and the reliability was estimated with Cronbach’s Alpha. The validation construct and reliability were examined using Exploratory Factor Analysis, followed by Confirmatory Factor Analysis to ensure the result. Furthermore, the results of this research show that (1) the assessment model developed is ASOKA. This model is considered valid and reliable as it meets the criteria of goodness and fits the statistic; (2) the characteristics of an authentic assessment model instrument to assess the achievements of early childhood characters in kindergarten are: (a) with the index of Aiken's V analysis results of 0.901, the content validity is considered high; (b) the instrument construct validity has fulfilled the criteria of goodness of fit statistic; (c) as seen from Alpha Cronbach value coefficient 0.914, its instrument reliability is considered good enough.

The Evaluation of Authentic Assessment Implementation in the Kurikulum 2013 at SD Negeri 067690 Medan

Assessment certainly has challenges and problems, especially for teachers who directly implement the applicable curriculum. Therefore, this study aims to find out the extent of the implementation of authentic assessment models in kurikulum2013 which viewed from aspects of readiness, planning, and implementation of assessments conducted by teachers. This type of research is an evaluative descriptive study with quantitative approach. The study is conducted at SD Negeri 067690 Medan with total sample of 13 teachers. The results of this study indicate that the implementation of authentic assessment model in thekurikulum 2013at SD Negeri 067690 Medan, as follows: the percentage of evaluations to the readiness assessment shows good results with an average of 79.75%, the percentage of evaluations of the assessment plan shows good results with an average of 77.43%, and the percentage of evaluations of the implementation of the assessment shows good results with an average of 66.23%. Based on these results, it can be concluded that the implementation of authentic assessment model in the kurikulum 2013at SD Negeri067690 Medan is unfavorable category. In line with implementation of the curriculum 2013.

Implementasi Kurikulum 2013 Di Madrasah Ibtidaiyah Kahasri Kota Probolinggo

Madrasah Ibtidaiyah of KAHASRI is an institution appointed by the Indonesian Ministry of Religion to implement the 2013 Curriculum or called K13 both in thematic and religious learning which is in line with Decree of the Director of Islamic Education Number 3525 in 2017 about Determination of the Implementation of the 2013 Curriculum. This research focused on the implementation of 2013 curriculum management. This research used a qualitative approach and the type was case study. Determination of research subjects was purposively. Data collection techniques were interviews, observation, and documentation. Interactive data analysis used Miles and Huberman model, with the following steps; condensation, data presentation, and verification. The results of this research reveals that; 1) learning design of k13 is the teacher in Madrasah Ibtidaiyah KAHASRI of Probolinggo make learning tools such as Educational Calendar, RPE, Prota, Promissory Notes, Syllabus, and RPP. In making learning tools, there is a teacher who makes individually and together KKG (Teacher Working Group). 2) the implementation of K13 learning in Madrasah Ibtidaiyah KAHASRI of Probolinggo has three activities such as; introduction, essence, and closing. In introduction preceded by giving apperception, giving motivation, delivering purpose and the benefit of learning. In the essence activity the teacher had done scientific activity such as; observe, ask questions, try, associate / collect, and communicate. In closing, the teacher made a conclusion of material given and gave task. (3) Evaluation of K13 learning in Madrasah Ibtidaiyah KAHASRI of Probolinggo used authentic assessment models including three aspect; aspects of attitude, aspects of knowledge, and aspects of skills.

Effectiveness of the AA “4C” Authentic Assessment Model: A Single-Case-Research (SCR)

Effectiveness of the AA “4C” Authentic Assessment Model: A Single-Case-Research (SCR)

Implementation of an Authentic Assessment Model to Improve the Quality of Learning Assessment

An assessment instrument is one of the most important factors to guarantee objectivity, fairness, and accuracy in assessing the level of students' performances in the learning process. This study aims to produce an authentic assessment model in problem solving learning. The objectives of this studyare to examine: (1) the feasibility of the developed authentic assessment model in the aspects of practicality, effectiveness, and feasibility of assessment; and (2) the accuracy of the assessment results from the authentic assessment model. This study was a research and development that adopts the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. The research subjects consisted of eight teachers and 44 students selected with a purposive sampling technique. This study was conducted in 4 Vocational High Schools in Yogyakarta. The research instrument validation was examined by expert judgment. The data were collected using questionnaires and observation sheets. Its data wereanalysed with descriptive statistical techniques, inter-rater reliability, inter-item correlation, and intraclass correlation.The results of the study show that (1) the developed authentic assessment model was feasible to be implemented since it fulfilled the requirements of practicality, effectiveness and implementation; and (2) the level of accuracy of the assessment results from the authentic assessment model has a very good criteria with κ mean of 0.978.

DEVELOPING MODELAUTHENTIC ASSESSMENT IN ELEMENTARY SCHOOL

The purpose of this study is to: (1) analyze the factual model conditions, (2) designing a model of authentic assessment, (3) determine the validity of the model of authentic assessment and (4) assessing the practical of the final model of authentic assessment of learning process in elementary school of Margasari, Tegal. The method used is the Research and Development (R & D), which consists of the preliminary study stage, stage of development and evaluation phase. Respondents are teachers. The model is validated by experts and practitioners with Delphi technique. Quantitative descriptive technique is applied to test Practicality of model that measures the ease aspects of the use models and benefits by giving questionnaires to the respondents to the teachers as users of the product. The results showed that: (1) the factual model condition of authentic assessment is still prioritizing aspects of knowledge as the basis of assessment, (2) the design of assessment model used authentic assessment based on the planning, implementation, and processing, (3) the validity of the authentic assessment model consists of validity learning device and assessment instruments. The validity of the learning device has a validity rate of 76.25% (good), while the validity of assessment instruments have a validity rate of 86% (excellent) and (4) practical authentic assessment models used in the assessment of Elementary School seen from the response of good teachers amounted to 89.8% (very practical).

DEVELOPING MODELAUTHENTIC ASSESSMENT IN ELEMENTARY SCHOOL

The purpose of this study is to: (1) analyze the factual model conditions, (2) designing a model of authentic assessment, (3) determine the validity of the model of authentic assessment and (4) assessing the practical of the final model of authentic assessment of learning process in elementary school of Margasari, Tegal. The method used is the Research and Development (R & D), which consists of the preliminary study stage, stage of development and evaluation phase. Respondents are teachers. The model is validated by experts and practitioners with Delphi technique. Quantitative descriptive technique is applied to test Practicality of model that measures the ease aspects of the use models and benefits by giving questionnaires to the respondents to the teachers as users of the product. The results showed that: (1) the factual model condition of authentic assessment is still prioritizing aspects of knowledge as the basis of assessment, (2) the design of assessment model used authentic assessment based on the planning, implementation, and processing, (3) the validity of the authentic assessment model consists of validity learning device and assessment instruments. The validity of the learning device has a validity rate of 76.25% (good), while the validity of assessment instruments have a validity rate of 86% (excellent) and (4) practical authentic assessment models used in the assessment of Elementary School seen from the response of good teachers amounted to 89.8% (very practical).

The effect of problem based learning model and authentic assessment on mathematical problem solving ability by using numeric ability as the covariable

The research was intended to 1) recognize differences the ability in solving mathematic problems among students facilitated with problem-based learning model and conventional learning one, 2) determine the influence of authentic assessment towards mathematical problem-solving abilities, and 3) determine the effect of interaction between learning model with assessment model towards mathematical problem-solving abilities, once numerical ability is controlled. The research utilized experiment design using two factor measurements in factorial 2 X 2. The sample is 110 students. Data were collected using tests that had been validated both theoretically and empirically, then analyzed using Anacova stitistics. The results of the analysis show that the group of students facilitated by problem-based learning model and authentic assessment get the highest average score of mathematical solving ability compared to other groups. Once the numerical ability is controlled, the results of hypothesis testing show significantly: 1) there is different problem solving ability of mathematic between student which facilitated model of problem based learning with conventional learning model, 2) There is a difference problem solving skills of mathematics between students who facilitated an authentic assessment model with conventional assessment model, 3) there is an interaction effect between the learning model and the assessment model on the ability mathematical problem solving. In an effort to improve the effectiveness of mathematics learning, the collaboration of problem-based learning models with authentic assessment models can be considered as one of the classroom learning models.

The Development of Performance-based Model Authentic Assessment on Archival Subject

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Pengembangan Model Asesmen Autentik Berbasis Karakter Santri Sebagai Upaya Penyiapan Generasi Unggul dan Berdaya Saing

The purpose of this research and development are: 1) to produce syllabus base on santri characters, 2) Produce an authentic santri based guidance books in the subject of Ethics and Profession Education as an effort to prepare superior and competitive generation.3) To know the validity of the authenticity assessment model based on the character of santri as an effort to prepare superior and competitive generation that has been developed according to the assessment of content / assessment experts, linguists and design experts. 4) To know the effectiveness of the authentic assessment model based on the character of santri through the responses of students and lecturers towards the application of authentic assessment models based on the character of santri. This type of research is a research development with Borg and Gall model that has been modified into eight development steps. Development steps include: 1) preliminary research, 2) planning, 3) product development, 5) design validation, 5) design revisions, 6) product trials, 7) product revisions, and 8) final product. Data collection techniques used are authentic assessment documents based on santri characters developed, observation and questionnaire applied in the form of research instruments. Data analysis techniques used descriptive qualitative analysis techniques and descriptive statistics. The result of the research shows that the authentic assessment model based on the character of santri is very feasible to be used, it is proved by the assessment scores of 80.00% (quite reasonable), the linguist is 82.9% (reasonable enough), and the design expert is 86.7% (feasible). The developed product is tested to try on 20 students of the fourth semester who are taking the course of Ethics and Profession of Education in the study program of economic education of hamzanwadi University academic year 2016/2017 to know its effectiveness through student characteristic observation before and after the implementation of the assessment using santri character based assessment model that the difference between the results before and after, obtained the average percentage before the amount of 56.00% with the category of santri characters began to grow. Average Percentage after obtained percentage of 75.00% with the character of santri Culture. while the results of student responses with average percentage of 87.1% with the category worth to use, and obtained the average value of lecturer's response percentage of 88.00% with the category decent. It proves that the use of authentic assessment model based on santri character is effective in assessing student santri character

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Implementasi Penilaian Kurikulum 2013 pada Bidang Studi Pendidikan Agama Islam di SMA Negeri Kota Tenggarong

This research is grounded by the low understanding of the assessment in the Curriculum 2013 is one of the problems in school. This is due to internal and external barriers. To overcome these obstacles it is necessary to have quality coordination from the competent party with the school related to the implementation of the 2013 curriculum assessment. This study aims to determine the implementation of the 2013 curriculum assessment model and the supporting and inhibiting factors of the implementation of the 2013 curriculum assessment model, especially the field of Islamic Religious Education study at Tenggarong high school. The research method used qualitative descriptive type with multi disciplinary approach. While processing techniques and data analysis using data reduction, data presentation and drawing conclusions. The result of this research is the implementation of curriculum 2013 assessment the field of Islamic Religious Education Studies at Tenggarong High School covers four aspects, namely, spiritual aspect, knowledge aspect, social aspect and skill aspect that has been implemented. In detail can be concluded as follows: 1) Assessment based on the type used is Daily Deuteronomy in writing and oral, assignment, Mid Semester and Deuteronomy end of semester, but not yet executing authentic assessment model. 2) Appraisal Assessment based on the aspects used are observations, in attitude assessment, both spiritual and religious attitudes, but have not used self-assessment, assessment among friends, journal notes teachers. While the skills aspect has not used project appraisal and portopolio. 3) Supporting and inhibiting factors in implementing the curriculum 2013 assessment in the field of study of Islamic Religious Education at State Senior High School 1 and State Senior High School 2 in Tenggarong show similarity. From the spiritual aspect, social aspect, knowledge aspect and skill aspect. While the inhibiting factor is the inadequate allocation of learning time of Islamic Religious Education, the difficulty of making indicators of spiritual attitudes and social attitudes to be assessed, the questions tested have not been tested yet, the limitations of the means of worship, the condition of the less disciplined students, the assessment of the practice exam is not conducive, The lack of involvement of other teachers in the assessment of spiritual attitudes and social attitudes.

PBL-SEE: An Authentic Assessment Model for PBL-Based Software Engineering Education

The problem-based learning (PBL) approach has been successfully applied to teaching software engineering thanks to its principles of group work, learning by solving real problems, and learning environments that match the market realities. However, the lack of well-defined methodologies and processes for implementing the PBL approach represents a major challenge. The approach requires great flexibility and dynamism from all involved, whether in mapping content, in teacher performance, or laying out the process of how learners should go about solving problems. This paper suggests that management processes can help in implementing PBL throughout its life cycle (planning, implementation, monitoring, and enhancement), and proposes an assessment model called PBL-SEE for use in software engineering education (SEE). Two examples of its use are provided. The results show how the model can be applied and how the resulting information can be used to make the PBL initiatives “authentic,” in that they bring the reality of the labor market to the learning environment, while keeping to PBL principles.

An Authentic Project-Based Assessment Model for Vocational High School Students Grade X

The aim of Indonesia National Education is to bring its people and country towards betterdevelopment of skills and characters or attitude in order to be democratic and responsiblecitizens. A curriculum needs to be created in order to support the achievement of this goal.The current curriculum 2013, has tried to emphasize on knowledge, skills and attitude all ofwhich are in line with the goal of Indonesia National Education. It emphasizes on three typesof learning namely project-based, problem-based, and discovery learning in order to promotemore skilful people. Yet, it is problematic in some ways for it does not provide enough timeallocation for knowledge and skill development. English is now taught in one meeting only ina week. Also, the problem lies in the assessment. It separates the assessment of knowledge,skills, and attitude. It seems to forget that in those types of learning, students have to integratethose aspects in order to accomplish a projector to solve a problem. The partial assessmentmakes those types of learning impossible. Therefore, an alternative authentic and holisticassessment for a year project for vocational high school students is developed to improvestudents? progress as a whole.Keywords: project-based learning, authentic assessment, vocational high school

Diseño de cursos contextualizados y evaluación auténtica, estrategias de formación orientados a la responsabilidad social

Las Universidades a través de sus funciones de docencia, investigación, gestión y vinculación deben orientar sus esfuerzos hacia la formación de futuros ciudadanos que incidan en el desarrollo de la sociedad.<br /> Por ende, el Bachillerato Virtual de la Universidad Autónoma de Sinaloa (UAS) tomando como base el modelo pedagógico institucional, tiene como política la adecuación de sus cursos durante cada edición. De ello ha resultado la integración de Guías de Aprendizaje, la inclusión de actividades contextualizadas y la adopción del modelo de evaluación auténtica. Estas iniciativas tienen la inteción de que los estudiantes de la UAS resuelvan problemas (a corto o mediano plazo) de su entorno.

“I had been given the space to grow”

Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

Pengembangan Model Penilaian Autentik Kompetensi Berbicara

The first year research has aim to: (1) describe the learning assessment process of the speaking theory subject and (2) design the theorethic model of authentic assessment in speaking competence. The method used in the research is Research and Development method, i.e. the research method is used to produce certain product, and to test the effectiveness of the product. The results of the research are: (1) the assessment activity of the students’ speaking competence who takes the speaking theory subject have the characteristics of authentic assessment. It is based on the result of the curriculum review which has impact to the syllabus adjustment in directing to the teachers’ need at school. Therefore, the speaking competence assessment which focuses on the speaking ability, nowadays its academic competence focus is broading. In addition, the audiences’ affective respon is used as the assessment consideration; (2) the theoretic model of speaking competence assessment can be described that the speaking competence assessment is divided as two step categories, they are the process and the result assessment. The portofolio assessment is the most theorithic assessment tecnique which considered as it appropriate to gain the students’ speaking competence development. The result of the assessment is divided into two tests, i.e the middle semester test and the final semester test. The middle semester test is used to know the student’s competence which has closed relation to the speaking theories because the students have to mastery the speaking competence in order to practice the speaking competence, the students’ must also have to teach it. The final semester test is conducted to know the students’ competence in the speaking practice which can be conducted by the three techniques, they are group, peer, and individual technique. The tehcniques can be applied based on the needs and the characteristic of the tested competence.