Synoptic and Authentic Assessments: Moving Away From Traditional Assessments to Integrate the Development of Transferable Skills

2021 ◽  
Author(s):  
Sofia Barbosa-Bouças ◽  
Pauldy Otermans
Keyword(s):  
Transferable Skills ◽  
Authentic Assessments ◽  
Traditional Assessments

scholarly journals Using Alternative Assessments In Business And Foreign Language Classes

2013 ◽  
Vol 9 (4) ◽  
pp. 359-370 ◽  
Author(s):  
Deborah Gill ◽  
Diane Lucas
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Alternative Assessments ◽  
Authentic Assessments ◽  
Language Classes ◽  
Student Reactions ◽  
The Impact ◽  
Traditional Assessments

The present study will be divided in three parts: (1) a discussion of authentic alternative assessments vs. traditional assessments in language and business classes; (2) an explanation on how to create authentic alternative assessments using technology-based and non-technology-based materials; and (3) tools to evaluate these authentic assessments. We will discuss alternative assessments which have been used in a number of different business and foreign language classes, student reactions to these assessments, and our observations as to the impact and results these assessments have had on student learning.

scholarly journals ALTERNATIVE ASSESSMENTS FOR READING IN SENIOR HIGH SCHOOLS: A Guide for Classroom Practices

2016 ◽  
Vol 16 (1) ◽  
pp. 49
Author(s):  
. Wiyaka ◽  
Entika Fani Prastikawati ◽  
Jafar Sodiq
Keyword(s):  
Alternative Assessment ◽  
School Level ◽  
High School Level ◽  
Alternative Assessments ◽  
New Concepts ◽  
Significant Difference ◽  
Authentic Assessments ◽  
Traditional Mode ◽  
Clear Guideline ◽  
Traditional Assessments

One significant difference characterizing the 2013 Curriculum from the former one is the use of authentic assessment to measure the students expected learning outcomes. The old-fashioned mode of assessments such as multiple choice, or completion is regarded insufficient to capture the language skills mastery of the students. Students' demonstration of the mastery of various domains of learning objectives has not necessarily equated with a demonstration of their capacities in real-world settings. Ideally, what is tested should mirror what really is required outside the classroom. So far reading mastery is always tested through traditional mode of assessment like multiple choices (MC). The new curriculum recommends a different perspective of assessment which is called alternative assessment. However, the shift from the traditional assessments to authentic assessments seems to challenge some constraints on the part of the teachers. Many teachers are not quite familiar with the new concepts andpractices within the emerging paradigm. It is due to the absenceof a clear guideline for doing such assessments. The goal of this paper is to propose a theoretically grounded method to conduct alternative assessments which are developed from a pair of standard competences listedin theEnglish syllabus for Senior High School level

Attitudes towards transferable skills in medical undergraduates

2001 ◽  
Vol 35 (2) ◽  
pp. 148-153 ◽  
Author(s):  
Sue R Whittle ◽  
Deborah G Murdoch Eaton
Keyword(s):  
Transferable Skills ◽  
Medical Undergraduates

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.

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