scholarly journals EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT

2021 ◽  
Vol 7 (2) ◽  
pp. 73-80
Author(s):  
Abubakar Ukashatu
Keyword(s):  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Emerging Issues ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

scholarly journals CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT

2021 ◽  
Vol 7 (2) ◽  
pp. 139-148
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training

scholarly journals Authentic Assessment Of Hinduism Learning In Elementary School

2021 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
I Ketut Sudarsana
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Assessment ◽  
Learning Objectives ◽  
Learning Activities ◽  
Good Assessment ◽  
Assessment Of Learning ◽  
School Assessment ◽  
Main Components

<p>The purpose of this study was to describe the authentic assessment of Hinduism learning in elementary school. Assessment is an integral part of learning as a whole. The position of assessment in the design of learning implementation is part of the three main components of implementation, namely learning objectives, learning activities, and assessment of learning outcomes. Learning activities are designed to meet the learning objectives that must be achieved. Assessment is needed to determine the level of success and achievement of learning objectives. Assessment is also used as feedback for the learning process itself. Assessment is needed so that corrective actions can be taken in the learning process. One of the characteristics of a good assessment is sustainable so that improvements in the learning process can be performed continuously.</p>

scholarly journals Authentic Assessment Implementation Subjects Islamic Education Curriculum 2013 In SMA 1 Hutabargot Mandailing Natal

2020 ◽  
Vol 6 (1) ◽  
pp. 19-30
Author(s):  
Asfiati Asfiati
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Attitude Assessment ◽  
Civil State ◽  
Curriculum Changes ◽  
Assessment Of Learning ◽  
Assessment Techniques

Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri  1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale

Developing an Impactful Diverse Literature Course for Future Librarians

2021 ◽  
pp. 25-43
Author(s):  
Alicia K. Long
Keyword(s):  
Critical Pedagogy ◽  
Learning Environment ◽  
Faculty Member ◽  
Learning Outcomes ◽  
Course Design ◽  
Children’S Literature ◽  
Authentic Assessment ◽  
Future Research ◽  
Power Structures ◽  
Assessment Of Learning

This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.

PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN AUTHENTIC ASSESSMENT

2019 ◽  
Vol 2 ◽  
Author(s):  
Ani Purwati ◽  
Soeprijanto Soeprijanto ◽  
Aip Badrujaman
Keyword(s):  
Performance Assessment ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Fourth Grade ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Authentic Assessments ◽  
Fourth Grade Students ◽  
Product Assessment

The purpose of this study was to improve the learning outcomes of Mathematics in fourth grade students of SD Negeri Jatipulo 06 Jakarta through the application of authentic assessment. The type of research used in this study is classroom action research, which consists of three cycles. Each cycle consists of stages of action planning, implementation of action, observation, and reflection. The action taken in this study is to carry out mathematics learning through discovery learning with the application of authentic assessments which include performance evaluation, attitude assessment through observation, self-assessment, product assessment, assignments and written tests. The results of the study show that the application of authentic assessments to mathematics learning can improve the mathematics learning outcomes of fourth grade students at SD Negeri Jatipulo 06 Jakarta. The application of authentic assessment in the first cycle through performance assessment, attitude assessment and assignment resulted in an increase in mathematics learning outcomes with a percentage of KKM achievement of 42,42%, in the second cycle by applying performance assessment techniques, attitude assessment, self-assessment and assignment to increase students who achieved KKM became 60,61% and in the third cycle applied performance appraisal, attitude assessment, self-assessment, product assessment and assignment of increasing the number of students who reached KKM to 75,76%.

scholarly journals Pendampingan Guru Melalui Capacity Building dalam Rangka Optimalisasi Implementasi Penilaian Otentik Kurikulum 2013 (K-13) di MINU Curungrejo Kepanjen Malang

2019 ◽  
Vol 3 (1) ◽  
pp. 32-42
Author(s):  
Nanik Ulfa ◽  
Aan Fardani Ubaidillah ◽  
Isna Nurul Inayati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Community Service ◽  
Attitude Assessment ◽  
Learning Outcomes Assessment ◽  
Intensive Training ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
K 13 ◽  
Two Phases

Kurikulum 2013’s is actually a government program that has been rolled out since then. However, in practice, there are still many teachers who have difficulties to implement it, especially in the case of the implementation of authentic assessments. This was experienced by the teachers of MINU Curungrejo Kepanjen Malang Regency. On this basis, the program focused on helping a teacher to improve understanding of Curriculum 2013 implementation (K-13) that relates to assessment. Various assessments must be carried out, namely; optical assessment, assessment of learning outcomes, Assessment of mastery learning, class assessment, and attitude assessment. The community service method in this activity uses two phases; the School Action Research and the Outcome Mapping. The results of the activities were carried out for six weeks starting from August to September 2018. They showed that intensive training and mentoring through School Action Research (SAR) and Outcome Mapping (OM) can improve the ability of teachers to implement the 2013 curriculum.

scholarly journals Adaptation of Kirkpatrick’s Four-Level Model of Training Criteria to Evaluate Training Programmes for Head Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 116
Author(s):  
Aljawharah Alsalamah ◽  
Carol Callinan
Keyword(s):  
Learning Outcomes ◽  
Evaluation Model ◽  
Training Process ◽  
Educational Training ◽  
Head Teachers ◽  
Female Head ◽  
Assessment Of Learning ◽  
Level Model ◽  
Four Levels ◽  
Training Programmes

Training programmes are evaluated to verify their effectiveness, assess their ability to achieve their goals and identify the areas that require improvement. Therefore, the target of evaluators is to develop an appropriate framework for evaluating training programmes. This study adapted Kirkpatrick’s four-level model of training criteria published in 1959 to evaluate training programmes for head teachers according to their own perceptions and those of their supervisors. The adapted model may help evaluators to conceptualise the assessment of learning outcomes of training programmes with metrics and instruments. The model also helps to determine the strengths and weaknesses of the training process. The adaptation includes concrete metrics and instruments for each of the four levels in the model: reaction criteria, learning criteria, behaviour criteria and results criteria. The adapted model was applied to evaluate 12 training programmes for female head teachers in Saudi Arabia. The study sample comprised 250 trainee head teachers and 12 supervisors. The results indicated that the adapted Kirkpatrick evaluation model was very effective in evaluating educational training for head teachers.

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