scholarly journals PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

2021 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Kadek Apriliani ◽  
Gede Satya Hermawan ◽  
Yeni Yeni
Keyword(s):  
Language Learning ◽  
Performance Appraisal ◽  
Descriptive Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Japanese Language ◽  
Skills Assessment ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Assessment Rubric

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

scholarly journals Authentic Assessment in Indonesian Language Learning

2018 ◽  
Author(s):  
Atmazaki Atmazaki
Keyword(s):  
Language Learning ◽  
Development Process ◽  
Language Skills ◽  
Authentic Assessment ◽  
Local Culture ◽  
Assessment Instruments ◽  
Third Stage ◽  
Preliminary Research ◽  
Effective Assessment ◽  
The City

This study aims at explaining the process of embedding authentic, valid, practical and effective assessment models in Indonesian language learning based on local culture contexts.The development process began with preliminary research, prototyping and assessment phases.The third stage involved three schools in the city of Padang, namely class X SMA 3, 7 and 10 Padang.The expected product is a number of assessment instruments as a model or sample that can measure the ability of the students to participat e in the school.The results of this study indicate that all the protocols, prototyping, to the assessment phases have been valid, practical and effective.This means that developed instruments can help students improve their language skills.

scholarly journals Pengembangan Penilaian Autentik Keterampilan Berbahasa Tulis Di Sekolah Dasar

2020 ◽  
Vol 1 (2) ◽  
pp. 41
Author(s):  
Witgia Indah Rosayu
Keyword(s):  
Elementary Schools ◽  
Writing Assessment ◽  
Authentic Assessment ◽  
Kappa Coefficient ◽  
Written Language ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Writing Evaluation ◽  
Poetry Writing

This study aims to (1) find out the profile of writing assessment in elementary schools today. (2) explain the prototype of developing authentic assessment of written language skills in elementary schools. (3) describes the results of the implementation of the prototype development of an authentic assessment instrument for written language skills in elementary schools. This research was conducted using research and development methods that refer to the Sukmadinata steps, namely preliminary studies, development stages and trials. Products for developing written language authentic assessment instruments consist of (1) assessment instruments for writing book reports; (2) instrument for writing rhymes assessment; (3) poetry writing evaluation instruments and; (4) attitude assessment instruments in writing activities. The results of this development research are (1) authentic assessment instruments writing book reports, rhyming writing, poetry writing and attitude assessment in writing activities declared valid by assessment experts and practitioners; (2) the consistency of kappa coefficient> 0.775 in the consistency test of the book writing assessment instrument means that the rhyme writing assessment instrument obtains the average kappa coefficient value> 0.709, and the poetry writing evaluation instrument obtains an average value of kappa coefficient> 0.651 which means that the instrument Valuation of writing book notes, rhymes and poetry has a high consistency in the assessment by several assessors. Thus the authentic assessment developed was declared valid and reliable so that it could be used as an alternative to written language assessment instruments in elementary schools. Abstrak Penelitian ini bertujuan untuk (1) mengetahui profil penilaian menulis di Sekolah Dasar saat ini. (2) memaparkan prototipe pengembangkan penilaian autentik keterampilan berbahasa tulis di Sekolah Dasar. (3) memaparkan hasil implementasi prototipe pengembangan instrumen penilaian autentik keterampilan berbahasa tulis di Sekolah Dasar.  Penelitian ini dilaksanakan dengan menggunakan metode penelitian dan pengembangan yang mengacu pada langkah-langkah Sukmadinata yaitu studi pendahuluan, tahap pengembangan dan uji coba. Produk pengembangan instrumen penilaian autentik berbahasa tulis terdiri dari (1) instrumen penilaian menulis laporan buku; (2) instrumen penilaian menulis pantun; (3) instrumen penilaian menulis syair dan; (4) instrumen penilaian sikap dalam kegiatan menulis. Hasil penelitian pengembangan ini yaitu (1) instrumen penilaian autentik menulis laporan buku, menulis pantun, menulis syair dan penilaian sikap dalam kegiatan menulis dinyatakan valid oleh ahli penilaian dan praktisi; (2) dalam uji kekonsistenan instrumen penilaian menulis buku diperoleh nilai rata-rata koefisien kappa > 0,775, instrumen penilaian menulis pantun memperoleh nilai rata-rata koefisien kappa > 0,709, dan instrumen penilaian menulis syair memperoleh nilai rata-rata koefisien kappa > 0,651 artinya instrumen penilaian menulis catatan buku, pantun dan syair memiliki kekonsistenan yang tinggi dalam penilaian oleh beberapa penilai. Dengan demikian penilaian autentik yang dikembangkan dinyatakan valid dan reliabel sehingga dapat digunakan sebagai alternatif instrumen penilaian berbahasa tulis di Sekolah Dasar

scholarly journals PENGEMBANGAN INSTRUMEN PENILAIAN PSIKOMOTOR PADA MATERI SISTEM PENCERNAAN KELAS XI SMA

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Ade Dewi Maharani ◽  
Zulfitri Aima
Keyword(s):  
Performance Appraisal ◽  
Digestive System ◽  
Objective Assessment ◽  
Descriptive Analysis ◽  
Assessment Tools ◽  
Assessment Instruments ◽  
Design Development ◽  
Average Value ◽  
Instrument Construction ◽  
Product Assessment

The result of supervision and evaluation of  KTSP 2009 finds some things that become difficulties for teachers in managing the psychomotor assessment tools. Difficulties referred to, among others, how to determine the operational verb in accordance with the level of competence in psychomotor, techniques to develop indicators of achievement in the field of psychomotor, assessment tools and strategies to prepare the appropriate exam materials related to characteristics of psychomotor aspects and how to carry out an objective assessment, so that the necessary development of assessment instruments psychomotor valid and practical in the material of digestive system. This research is a development (research for the development) that uses model Fenrich, namely analysis (analysis), planning (planning), design (design), development (development), implementation evalution (implementation), evalution (evaluation) and revision (revision) Implementationdan evalution phase was not conducted. Validation of data was obtained from the validation sheet filled out by experts and practical that were obtained from a questionnaire completed by the practitioner. Validity measured includes material aspects, aspects of instrument construction, and aspects of the language. The practicalities of measuring the ease of designing and using assessment instruments psychomotor developed. Data were analyzed with descriptive analysis in the form persentage.Instrument of psychomotor assessment on the material digestive system is designed in the form of performance assessment, products, projects which are completed with assessment rubrics of each instrument. The tests of psychomotor assessment instruments are categorized as very valid with an average value for the performance appraisal instrument (performance) i.e. 90.3%, 92.2% is product assessment instruments, and project assesment insrument i.e.97.4%. While the level of psychomotor assessment instruments is categorized practicality with an average value i.e 72.23%.

scholarly journals The practice of authentic assessment in an EFL speaking classroom

2019 ◽  
Vol 6 (1) ◽  
pp. 152-162
Author(s):  
Nurul Inayah ◽  
Endang Komariah ◽  
Abdin Nasir
Keyword(s):  
Authentic Assessment ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
English Teacher ◽  
Attitude Assessment ◽  
Teacher Interview ◽  
Short Answer ◽  
Short Answer Question ◽  
Speaking Skill ◽  
Complex Features

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.

scholarly journals Authentic Assesment of The Lesson Planning Accomplished by The Indonesian Language and Literary Teachers in Bogor Secondary Schools

2007 ◽  
Vol 1 (1) ◽  
pp. 20-23
Author(s):  
Suhendra , ◽  
Rina Rosdiana ◽  
Stella Talitha
Keyword(s):  
Performance Appraisal ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Choice Test ◽  
Assessment Instruments ◽  
Evaluation Instrument ◽  
Project Appraisal ◽  
Written Assessment

Teachers are an significant element in the development of assessment instruments. Assessing is, therefore, one of the competencies that must be possessed by teachers . The teacher's understanding of the assessment can be reflected in the assessment presentation on the Lesson Plans (RPP). This study examines the preparation of authentic assessment of the even semester Lesson Plan in the Indonesian language curriculum at five high schools in Bogor. The applied method in this research is qualitatively descriptive research. The purpose of this study is to describe 1) the accuracy of the formulation of the problem with the basic competence and indicator, 2) the completeness of the assessment instrument, and 3) the selection of assessment type. The results showed that 90.9% BC or indicator evaluation instrument is made while 9.1% is not made. This causes the teacher unable to know the level of students' understanding of the BC. Ninety percents (90%) of instrument evaluation is less precise; while 10 % of the evaluation instrument is less precise, less appropriate. Forty ( 40 %) of evaluation instruments are complete and 60% are incomplete (no scoring guidelines and answer keys). There are seven development forms of authentic assessment, namely performance appraisal, project appraisal, portfolio assessment, written assessment, attitude assessment, self-assessment, and product assessment. Here is an overview of the authentic assessment form used by teachers. 20% of all indicators are studied, in the form of performance appraisals, the type is the oral practice . Meanwhile, 80% is a written assessment, in the form of multiple choice test and description (short field and essay). This shows that most teachers do not take advantage of other forms of authentic assessment. Keywords: authentic assessment, basic competencies, indicators.

scholarly journals The Development of Integrative Assessment Model for the Subject of Bahasa Indonesia in Senior High School Students

2016 ◽  
Vol 7 (3) ◽  
pp. 476
Author(s):  
Aco Karumpa ◽  
Paturungi Parawangsa ◽  
Mansyur Mansyur ◽  
Muhammad Saleh
Keyword(s):  
High School ◽  
High School Students ◽  
Assessment Model ◽  
Knowledge Assessment ◽  
Skills Assessment ◽  
Attitude Assessment ◽  
School Students ◽  
Integrative Assessment ◽  
The Subject ◽  
Bahasa Indonesia

The purpose of this research is to develop an integrative assessment model for the subject of Bahasa Indonesia that is effective for high school students. This research was a research and development with some stages proposed by Borg and Gall & Sugiyono. Development of the model begun with preliminary studies, preparation of prototypes, validity test conducted by experts, testing of models in schools, and the analysis of testing results. The calculation for the validity of the model conducted by using Aiken analysis showed some findings. First, the validity of attitude assessment showed that 0.96> 0.83 (very valid). Second, the validity of the knowledge assessment showed that 1.79> 0.73 (very valid). Third, the validity of skills assessment showed that 0.865> 0.860 (valid). In addition, the calculation for the model performed by using Coefficient Cohen’ Kappa also showed some findings as follows. First, the reliability of attitude assessment showed that 0, 87>0, 70 (very reliable). Second, the reliability of the knowledge assessment showed that 1.79> 0.73 (very reliable).  Third, the reliability of skills assessment showed that 0, 71>0, 70 (reliable). The calculation for the practicality of the model conducted by five teachers proves several things. First, the practicality of attitude assessment showed that 3, 6 (very practical). Second, the practicality of the knowledge assessment showed that 3, 5 (very practical). Third, the practicality of skills assessment showed that 3, 7 (very practical). These findings demonstrate that integrative assessment model is very effective for assessing the ability of high school students.

scholarly journals A content analysis study of scientific approach and authentic assessment in the textbook of Curriculum 2013

2019 ◽  
Vol 7 (2) ◽  
pp. 128-138
Author(s):  
Maryati Maryati ◽  
Enny Zubaidah ◽  
Ali Mustadi
Keyword(s):  
Content Analysis ◽  
Authentic Assessment ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
Social Attitude ◽  
Analysis Study ◽  
Project Assessment ◽  
Scientific Approach ◽  
Semantic Validity ◽  
Spiritual Attitude

This research aimed to describe the scientific approach and authentic assessment of the textbook based Curriculum 2013, on the theme “save living beings” for grade 6 students of elementary school such as textbooks published by Puskurbuk, Yudhistira, and Erlangga. The design of this study was content analysis. The instrument of the research was the analysis sheet based on theories. The validity of the instrument and the data was semantic validity and expert judgment. The reliability of the data was stability and reproducibility. The techniques of data analyzing consisted of unitizing, sampling, recording, reducing, inferring and narrating. The results of this study were; (1) The scientific approach contents consist of five aspects: observation, questions, trying, reasoning, and communicating, which are not in order. So not all indicators in every aspect of the scientific approach are found in each sub-theme. (2) Authentic assessment contents consist of three aspects: attitude assessment about social attitude and spiritual attitude, the psychomotor assessment contains only practice, product, and project assessment, and knowledge assessment without oral and assignment assessment.

scholarly journals Pengembangan Perangkat Penilaian Autentik untuk Pembelajaran Matematika di Kelas VII Semester 1

2016 ◽  
Vol 11 (1) ◽  
pp. 69
Author(s):  
Rolina Amriyanti Ferita ◽  
Heri Retnawati
Keyword(s):  
Research And Development ◽  
Field Trial ◽  
Mathematics Learning ◽  
Authentic Assessment ◽  
Assessment Instruments ◽  
Preliminary Research ◽  
Math Class ◽  
Assessment Rubric

Penelitian ini bertujuan untuk menghasilkan perangkat penialaian autentik untuk pembelajaran matematika di kelas VII semester 1 yang autentik, reliabel dan valid meliputi instrumen dengan kompetensi dasar bilangan bulat, garis dan sudut, serta rasio dan perbandingan untuk penilaian KI 1, KI 2, KI 3, dan KI 4 berupa: indikator, instrumen penilaian, dan rubrik penilaian. Jenis penelitian ini adalah penelitian pengembangan (research  &  development).  Penelitian  ini  dilakukan  dengan  menggunakan  model  pengembangan  Plomp (2010) tiga tahap pengembangan yaitu preliminary research, prototyping phase, dan assessment phase. Aspek reliabilitas dari ujicoba lapangan. Aspek kevalidan perangkat pembelajaran ditinjau dari penilaian para ahli.Kata kunci: pengembangan,  perangkat  penilaian autentik, asesmen, matematika kelas VII Development Authentic Assessment Kit for Learning Math Class VII Semester 1AbstractThis research was aimed to produce authentic assessment’s learning kit in mathematics learning for 7th grade semester 1 which is authentic, reliable, and valid including instrument for basic competence in integers, lines and angles, also ratio and comparison for assessment of KI 1, KI 2, KI 3, and KI 4 consist of indicators, assessment instruments, and assessment rubric. This kind of research is a research and development. This research was conducted using Plomp (2010) model consist of preliminary research, prototyping phase, and assessment phase. The reliability aspect retrieved from field trial. The validity aspect of learning kit retrieved from experts judgment.Keywords: development, authentic assessment kit, assessment, mathematics for 7th grade

scholarly journals The implementation of authentic assessment in history learning at senior high school

2020 ◽  
Vol 15 (2) ◽  
pp. 85-102
Author(s):  
Sulis Setiani Kusuma Dewi ◽  
Aman Aman
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Senior High School ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
Test Technique ◽  
History Learning ◽  
The Government

This study aims to describe the implementation of authentic assessment in history learning in Senior High School (SMA), which is adjusted with assessment procedures related to the judgment of competencies that have been made by the government. This study is a qualitative naturalistic study conducted in SMA N 1 Ngaglik and SMA N 2 Sleman, Yogyakarta. The technique of data collection was done through observation, interview, and documentation. The data analysis technique was done by triangulation. The result of the study shows that: both schools carried out an authentic assessment in learning activities, although in its application, there some shortcomings. 1) Planning, both schools have been made a planning assessment that includes attitude assessment, knowledge, and skill assessment, although the teacher of history in both schools still has not made a grid for knowledge assessment. 2) Appraisal, both schools conducted attitude assessment through observation technique and peer assessment, while SMA N 2 Sleman conducted attitude assessment by self-assessment technique. Knowledge assessment was conducted by the workbook, Deuteronomy, PTS, and PAS; besides written tests assessment in SMA N 2, Sleman was also undertaken by oral tests. They were assessing skill both of school conducted by using performance assessment in papers form. 3) Processing of attitude assessment activity conducted by doing coordinating with BK teachers and homeroom teachers. While assessing knowledge and skill performed by calculating average the value obtained. 4) Follow-up activities carried out by conducting written tests, whereas, in SMA N 1, Ngaglik added an oral test technique.

scholarly journals Exploring the principles of English assessment instruments

2021 ◽  
Vol 29 (111) ◽  
pp. 461-483
Author(s):  
Claudio Díaz Larenas ◽  
Alan Jara Díaz ◽  
Yesenia Rosales Orellana ◽  
María José Sanhueza Villalón
Keyword(s):  
Language Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Language Assessment ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Learning And Teaching ◽  
Traditional Assessment ◽  
Language Communication

Abstract The instruments language teachers employ to assess student learning are rarely studied and they constitute a significant source of input of how learning and teaching are conceived. The aim of this research is to analyze 205 assessment instruments created by English teachers. This is an exploratory case study, in which the assessment principles of Authenticity, Validity, Fairness, Reliability and Practicality were analyzed within the context of the assessment instruments. The 205 assessment instruments were analyzed by using an analytic rubric, which considered the language assessment principles as criteria. Through the different analyses, it is possible to conclude that traditional assessment was favoured over authentic assessment and four different clusters reveal that language assessment principles manifest in different degrees in each type of instrument. Interestingly, although language learning is mainly about how people try to communicate with others, teachers are still stressing the assessment of grammar and vocabulary knowledge instead of helping students develop the skill of foreign language communication through key authentic assessment, self-assessment and peer-assessment techniques and procedures.

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