Does a classroom-based curriculum offer authentic assessments? A strategy to uncover their prevalence and incorporate opportunities for authenticity

2021 ◽  
pp. 1-14
Author(s):  
Justine Hobbins ◽  
Bronte Kerrigan ◽  
Niloufar Farjam ◽  
Ashley Fisher ◽  
Emilie Houston ◽  
...  
Keyword(s):  
Authentic Assessments

PENINGKATAN KOMPETENSI GURU DALAM PERENCANAAN PENILAIAN AUTENTIK DENGAN BIMBINGAN KELOMPOK DI SMPN 011 MANDA

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Maisuherni Maisuherni
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Teacher Competence ◽  
Research Subjects ◽  
Junior High School Teachers ◽  
Average Value ◽  
Authentic Assessments ◽  
Group Guidance

This study aims to improve teacher competence in planning authentic assessments with group guidance. The research method used is classroom action research. The research subjects were 10 teachers at Mandau 011 Junior High School. The timing of the research is carried out in two cycles starting on Monday 11 February to Saturday 23 February 2019. Analysis of the data used is qualitative in the form of data reduction, data presentation, and data inference. While for quantitative data descriptive analysis is carried out by calculating the average value and percentage. The results of the study indicate an increase in the competency of 011 Mandau Junior High School teachers in planning authentic assessments with group guidance. there is a cycle I of the average teacher competence of 70,6 with sufficient categories. The average teacher competency in the second cycle is 76,3 which is included in the good category. Classically, as many as 90% of teachers have been able to plan authentic assessments properly.

PENILAIAN AUTENTIK PADA MATAPELAJARAN PENDIDIKAN AGAMA ISLAM

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 77-85
Author(s):  
Mohamad Aso Samsudin ◽  
Ukhtul Iffah
Keyword(s):  
Islamic Education ◽  
Authentic Assessments ◽  
Measurement Tools ◽  
The Subject ◽  
The Right

Teaching is an art means that the art of managing people who have a variety of different characters. The teacher should be able to recognize these different characters so that he can easily master them so that the subject is easily mastered by them. However, the teacher is not easy to do that. It is no less difficult in learning to do assessment, because when assessment teachers are required to be careful and meticulous so that the results are not wrong, be careful in determining appropriate measurement tools as measured, or careful in operating the right tools, especially teachers are required able to do a complete assessment (authentic) in three domains (cognitive, psychomotor, and affective). This article reviews how to carry out authentic assessments in Islamic Education (Pendidikan Agama Islam) learning.

scholarly journals PROFESIONALISME GURU PAI BERDASARKAN ANALISIS KOMPONEN KURIKULUM 2013 DI ACEH

2019 ◽  
Vol 4 (2) ◽  
pp. 44
Author(s):  
Basri Ibrahim, Zainal Abidin, Andika Jaya Putra
Keyword(s):  
Statistical Tests ◽  
Islamic Education ◽  
Regional Government ◽  
Questionnaire Data ◽  
Teacher Planning ◽  
Population Total ◽  
National Education ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Study Population

The purpose of this study was to determine the ability of teachers in aspects of learning planning, implementation, and assessment of learning Islamic education in Aceh. The research method used is quantitative survey format. The study population was all PAI teachers in East Aceh District, totaling 62 people. The research sample is the whole population (total sampling). The research instrument used a questionnaire Data analysis using inferential statistical tests (F test) assisted by SPSS version 21.0. The results showed that aspects of PAI teacher planning in East Aceh District had been able to apply the 2013 curriculum in learning. This can be seen from their ability to implement PAI learning using the 5M approach and they are able to conduct authentic assessments well. Therefore, special attention needs to be paid by the Regional Government, especially the Aceh Education Office to improve the professionalism of PAI teachers in Aceh so that the objectives of national education can be achieved optimally.

scholarly journals Students as Designers of E-book for Authentic Assessment

2019 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Raja Maznah Raja Hussain ◽  
Khalid Khamis Al Saadi
Keyword(s):  
English Language ◽  
Methodological Approach ◽  
Authentic Assessment ◽  
English Language Teaching ◽  
Postgraduate Students ◽  
Face To Face ◽  
Authentic Assessments ◽  
Peer Reviewers ◽  
Collaborative Learning Environment ◽  
Positive Experiences

Purpose â€“ The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology â€“ Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings â€“ The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance â€“ The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammadreza Akbari ◽  
Hung Manh Nguyen ◽  
Robert McClelland ◽  
Kristof Van Houdt
Keyword(s):  
Student Satisfaction ◽  
Cognitive Skills ◽  
Tertiary Education ◽  
Educational Institution ◽  
Authentic Assessment ◽  
Active Role ◽  
Teaching Staff ◽  
Content Type ◽  
Authentic Assessments ◽  
Asian Economy

PurposeThe purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.Design/methodology/approachThis paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).FindingsReinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.Practical implicationsAuthentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.Originality/valueStimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Evaluative analysis of authentic thematic learning assessment at Indonesian Islamic primary school

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Abdul Kadir ◽  
Kharis Sulaiman Hasri
Keyword(s):  
Planning Process ◽  
Authentic Assessment ◽  
Learning Assessment ◽  
Process Implementation ◽  
Authentic Assessments ◽  
Assessment Guidelines ◽  
Assessment Techniques ◽  
Authentic Evaluation ◽  
Present Case Study ◽  
Thematic Learning

While several research papers on authentic assessment have been extensively explored, few have addressed the evaluation of authentic assessments starting from the stages of planning, process/implementation, and outcome. To fill the research gap, the purpose of the present case study is to investigate the authentic evaluation of thematic learning enactment. To collect the data, observations, in-depth interviews, and documentation were conducted. The results of this study indicate that the teacher's comprehension of authentic assessment is generally good. However, several assessment techniques did not work as planned. Based on this, the enactment of authentic assessment is still in the poor category. Processing and reporting resulting from the type of assessment are executed according to procedures. However, some did not follow the assessment guidelines of the elementary school level's learning outcome assessment, especially the effective one.

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