scholarly journals Discrepancy Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in EFL Classroom at SMA Negeri 1 Kuta Utara, Badung

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Luh Suastini
Keyword(s):  
Evaluation Model ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Descriptive Statistics ◽  
Self Assessment ◽  
Project Assessment ◽  
Discrepancy Analysis ◽  
Efl Teachers ◽  
Research Questions ◽  
The Ideal

This study aimed at analyzing the discrepancy between the ideal authentic assessment implementation and the real implementation in a Senior High School EFL class at senior, and describing the teachers’ belief on authentic assessment. The study was conducted in SMAN 1 Kuta Utara, Badung. There are two research questions which become guidelines of this study:  a) the extent of the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Kuta Utara based on Curriculum2013; b) the EFL teachers’ belief on the authentic assessment based on Curriculum 2013. The research employed Discrepancy Evaluation Model by Provus modified by Marhaeni (2012). The data were collected through observation sheet, questionnaire and interview. The obtained data were analyzed using descriptive statistics of Ideal Theoretical Reference. The research found that in self-assessment, the discrepancy was big (77,22%); in performance assessment, the discrepancy was kecil (10.04%);in project assessment, the discrepancy was very big  (5.5%), and in portfolio assessment, the discrepancy was big (66.26%). In general it can be concluded that the discrepancy in authentic assessment implementation in EFL classroom at SMAN 1 Kuta Utara was categorized as moderate (46.19%).  In contrast with the finding of discrepancy of authentic assessment, the finding in teachers’ belief is positive (65.56%). These findings indicate that teachers’ belief are positive toward authentic assessment but they did not optimally implement authentic assessment.

scholarly journals A Discrepancy Analysis of Authentic Assessment Implementation in EFL Classroom of Senior High School In Badung Based On Curriculum 2013

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Gede Kardiana
Keyword(s):  
Data Collection ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Teacher Belief ◽  
Self Assessment ◽  
Project Assessment ◽  
Depth Interview ◽  
Teachers Beliefs ◽  
Interview Guide ◽  
Discrepancy Analysis

This study aimed at investigating and describing the discrepancy of authentic assessment implementation in EFL classroom of SMAN 1 Abiansemal based on the 2013 Curriculum and the teacher’s belief on the authentic assessment implementation. This is an evaluative study, especially educational evaluation. The subjects of this research are three EFL teachers in SMAN 1 Abiansemal. The data were collected by using four methods of data collection, namely documenting, observation, in depth interview and questionnaire. Based on the methods of data collection, there were instruments utilized such as observation sheet, teacher’s belief questionnaires, and interview guide. The data obtained from the observation sheet and questionnaire of teacher belief were analyzed and calculated by using Ideal Theoretical Reference Criteria. From the data analysis it was found that (i) the discrepancy of authentic assessment implementation in EFL classroom of SMA Negeri 1 Abiansemal based on the curriculum 2013 is categorized into narrow, specifically, self assessment is categorized into narrow, portfolio assessment is categorized into moderate, performance assessment is categorized into very narrow. and project assessment is categorized into narrow and (ii) The teachers’ beliefs about authentic assessment implementation is categorized into very positive. This results means that the implementaion of authentic assessment in Curriculum 2013 can not be achieved ideally.

MANAJEMEN PEMBELAJARAN TEMATIK INTEGRATIF SESUAI KURIKULUM 2013 PADA KELAS 4 SD KHADIJAH SURABAYA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Nafiah Nafiah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Research Method ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Project Assessment ◽  
Written Assessment ◽  
Data Collection Technique ◽  
Thematic Learning

The purpose of this study is to describe the implementation of management of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school Surabaya. The focus of this study are 1. The lesson plan for integrative thematic class based on curriculum 2013 at grade 4 khadijah primary school . the research method of this study is descriptive kualitatif, the data collection technique are interview, observation and documentation. The result of this study are 1) the lesson plan of integrative thematic based on curriculum 2013 at grade 4 khadijah primary school Surabaya conducted by several steps are : a) set thema, b) doing analisys SKL, KI, and basic competence, c) arrage syllabus, d) arrage the lesson plan, 2) doing integrative thematic learning based on curriculum 2013 at grade 4 Khadijah primary school used scientific approch by observing, questioning, reasoning, trying, processing, displaying, verivicaying, and communicating, 3) the assessment of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school used authentic assessment that include written assessment, project assessment and portfolio assessment.

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN DI SMK

2016 ◽  
Vol 6 (2) ◽  
pp. 184
Author(s):  
Kustitik Kustitik ◽  
Samsul Hadi
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Field Testing ◽  
Vocational High School ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Project Assessment ◽  
Assessment Sheet ◽  
Spiritual Attitude

Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis. Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL Abstract This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality. Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school

scholarly journals IMPLEMENTASI KURIKULUM 2013 PADA BIDANG STUDI PENDIDIKAN AGAMA ISLAM KELAS XI SMK NEGERI 3 PAREPARE

2017 ◽  
Vol 15 (2) ◽  
pp. 188-211
Author(s):  
Haizah Haizah
Keyword(s):  
Learning Process ◽  
Peer Assessment ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Lesson Planning ◽  
Authentic Assessment ◽  
Learning Assessment ◽  
Self Assessment ◽  
True Condition ◽  
Written Test

This paper aimed to empirically determine and describe: lesson planning in the 2013 curriculum, the implementation of the 2013 curriculum, learning assessment conducted by the class XI teacher of Pendidikan Agama Islam at SMK Negeri 3 Parepare. The method aiming at describing an existing phenomenon and its true condition by using observation techniques, interview, and studying documents. The data were then analyzed by following the steps of (1) data reduction; (2) data presentation; (3) the data conclusion and verification. The results of the study showed that to date SMK Negeri 3 is still applying 2013 curriculum as its reference for a learning process. The implementation of the 2013 curriculum was determined by (1) lesson planning; (2) learning implementation; and (3) learning assessment. At the stage of lesson planning, teacher designs lesson plan which are then implemented in learning process by applying a scientific approach consisting of the following stages: (1) observing; (2) questioning; (3) collecting materials; (4) processing materials; and (5) communicating, which is then followed by administering authentic assessment on the learning in the forms of: (1) observation; (2) oral and written test; (3) self assessment; (4) peer-assessment; (5) journal; (6) performance assessment; and (7) portfolio assessment. Factors that support the implementation of the 2013 curriculum include (1) teacher; (2) learners; (3) infrastructure and facilities; and (4) environment. On the other hand, the hindering factors are (1) lack of learners’ care with their lessons; (2) lack of teachers’ understanding of 2013 curriculum due to minimum education and training.

scholarly journals THE ANALYSIS ON THE READINESS OF ENGLISH TEACHERS IN IMPLEMENTING AUTHENTIC ASSESSMENT IN SENIOR HIGH SCHOOLS

2019 ◽  
Vol 26 (1) ◽  
pp. 48
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
High Schools ◽  
Authentic Assessment ◽  
English Teachers ◽  
Analysis Approach ◽  
Portfolio Performance ◽  
Self Assessment ◽  
The Real ◽  
Evaluative Study ◽  
Discrepancy Analysis ◽  
Performance Project

This research aimed at discovering the readiness of English teachers in implementing authentic assessment in Senior High Schools which would implement curriculum 2013 in Bangli Regency. This is an evaluative study with discrepancy analysis approach proposed by Provust. Here, the idealimplementation of authentic assessment was compared to the real implementation by the English teachers. Two English teachers in SMAN 2 Bangli and SMAN 1 Tembuku were taken as the subjects of the research. The objects involved planning, executing, and reporting of authentic assessment in the form of portfolio, performance, project, and self-assessment. To collect the data, three rubrics for planning, executing, and reporting with Likert scale were used. This research discovers: 1) interms of planning, the teachers’ readiness is classified into average, 2) in terms of execution, the teachers’ readiness is classified into not ready, and 3) in terms of reporting, the teachers’ readiness is classified into not ready. There were three main problems faced by the teachers in implementingauthentic assessment, namely: a) lack of authentic assessment knowledge, b) lack of experience in designing authentic assessment, and c) lack of sharing from friends who get workshop about authentic assessment. From this research, it is suggested that a) teachers to join workshop and toread references about authentic assessment, and b) government should held more workshop about authentic assessment.

scholarly journals Authentic assessment: Evaluation and its application in science learning

2019 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Maria Hanifah ◽  
Alfred Irambona
Keyword(s):  
Science Learning ◽  
Qualitative Data ◽  
Peer Assessment ◽  
Evaluation Model ◽  
Authentic Assessment ◽  
Self Assessment ◽  
T Score ◽  
Project Activity ◽  
Score Analysis ◽  
Daily Test

The research aims to reveal: (1) the suitability of the implementation of science authentic assessment in Kulonprogo Regency, and (2) the forms of science authentic assessment applied. The study was used the CIPP Stufflebeam evaluation model. The quantitative data were analyzed with T-score, while the qualitative data were analyzed by using Miles & Hubermen. The results of this research are as follows. (1) The implementation of science authentic assessment is wholly fairly effective be seen from T-score analysis 52.44 from the score extent 20-80. (2) The forms of science authentic assessment are practice, portfolio, teacher transcript journal, and daily test, whereas project activity, self assessment, and peer assessment are not done for the heat matter and its movement with T-score 45.14 wholly fairly effective from the score extent 20-80.

scholarly journals THE AUTHENTIC ASSESSMENT TO MEASURE STUDENTS’ ENGLISH PRODUCTIVE SKILLS BASED ON 2013 CURRICULUM

2017 ◽  
Vol 7 (2) ◽  
pp. 25 ◽  
Author(s):  
Dwi Rukmini ◽  
Lenggahing Asri Dwi Eko Saputri
Keyword(s):  
Junior High School ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Performance Assessments ◽  
Ministry Of Education ◽  
Project Assessment ◽  
Authentic Assessments ◽  
Pilot School ◽  
Performance Project ◽  
Academic Year

In 2013, the Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to implement authentic assessment as the method of assessing the students’ competence. There were three areas of students’ competence that should be assessed by authentic assessments, namely attitudes, knowledge, and skills. The types of authentic assessment that could be used to assess students’ skills are performance, project, and portfolio. This study aims at describing the implementation of authentic assessment to measure students’ English productive skills based on 2013 Curriculum at the eighth grade of a pilot school--State Junior High School 1 Ungaran (SJHS1U) in the academic year 2015/2016, explaining the problems the teachers encountered in implementing it, and explaining the solution used by the teachers to overcome those problems. The data were collected through interviews, class and document observations, were validated by triangulation of sources and analysed by using the flow model of Miles and Hubberman (1984). The results of the study revealed that the English teachers of the school have implemented the authentic assessment to measure students’ English productive skills. In doing so, the teachers asked the students to describe picture cues and retell the story as the performance assessments, to write a text for the portfolio assessment and to produce a comic for the project assessment. However, the implementation has not been conducted properly yet.

Cultivation of 21st-century skills: Creating and implementing rubrics for assessing projects

2019 ◽  
Vol 6 (7) ◽  
pp. 180-188
Author(s):  
Κaterina Κasimatis ◽  
Dionisios Kouloumpis ◽  
Theodora Papageorgiou
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Authentic Assessment ◽  
Structured Interview ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Educational Work ◽  
Traditional Assessment ◽  
Project Assessment ◽  
Assessment Techniques

The purpose of this study is to highlight the effectiveness of the implementation of the rubric for the project assessment in comparison with other traditional assessment techniques. The development of skills and the improvement of educational work are concerned. This processing tool automatically quantifies the gradient of the criteria and automatically completes the final descriptive evaluation. It has a modern pedagogical scientific approach and flexibility, which gives impetus to creative projects in school. Six teachers of a Greek high school in Athens participated in the study. The data were collected through a semi-structured interview. The results revealed that the rubric can replace any other traditional technique. The tool allowed the students and the teachers to communicate constructively. Teachers assessed the rubric in a positive way as the students were led to self-assessment processes through reflection and feedback and the development of cognitive and metacognitive skills. Keywords: Authentic assessment, project, rubric, assessment criteria, reflection, 21st-century skills.

scholarly journals English Teachers' Perceptions to Authentic Assessments

2018 ◽  
Author(s):  
Rohib Adrianto Sangia
Keyword(s):  
Portfolio Assessment ◽  
Core Competencies ◽  
School Achievement ◽  
Authentic Assessment ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Teachers Perceptions ◽  
Project Assessment ◽  
Construction Of Knowledge ◽  
Basic Competencies

Authentic assessment is a meaningful measurement significantly over the study of students to the domain of attitudes, knowledge, and skills. In applying authentic assessment to determine the learning outcomes of students, teachers apply the criteria relating to the construction of knowledge, and try to observe activity, and value beyond school achievement. The purpose of this authentic assessment is to measure a variety of skills in a variety of contexts that reflect real-world situations where those skills are used. The types of authentic assessment in the curriculum in 2013 include performance assessment, portfolio assessment, project assessment, and a written assessment. Stages in authentic assessment in the 2013 curriculum are included analysing core competencies and basic competence. Basic competence determines the appropriate foundation to learning, to develop indicators of basic competencies chosen, and determining aspects, forms, rubrics, and assessment instruments. In order to implement effective authentic assessment the teacher must clearly understand the objectives to be achieved. This research has purposed to expose the response from the language teachers in Ambon after having curriculum 2013 training. The results show the teachers are grouped into two major opinions, the optimistic and pessimistic teachers.

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