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 Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

2018 ◽  
Vol 7 (4) ◽  
pp. 287-293
Author(s):  
Irina Evgenyevna Abramova ◽  
Elena Petrovna Shishmolina ◽  
Anastasia Valeryevna Ananyina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
University Teaching ◽  
Foreign Languages ◽  
Special Focus ◽  
Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

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 Thathbiq al-Taqyim al-Waqi’i bi al-Manhaj al-Dirasi 2013 Fi Ta’lim al-Lughah al-‘Arabiyah

2020 ◽  
Vol 4 (2) ◽  
pp. 279
Author(s):  
Umi Hanifah ◽  
Imam Mahmudi
Keyword(s):  
Cognitive Assessment ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Descriptive Study ◽  
Arabic Language ◽  
Performance Assessments ◽  
Language Teachers ◽  
Basic Form ◽  
Self Assessment ◽  
Qualitative Descriptive

This study aims to explain how to plan the authentic assessment according to 2013 Curriculum in Arabic teaching, how to apply the authentic assessment according to 2013 Curriculum in Arabic teaching and what problems in applying the authentic assessment according to 2013 Curriculum in Arabic teaching and the solution. Thus, this study is very important for Arabic language teachers in implementing the authentic assessment according to 2013 properly. This study is a qualitative descriptive study. The subjects in this study were Arabic teachers in class XI at State Islamic Senior High schooI 2 Bojonegoro, East Java. Data collection uses observation، interview and documentation techniques. The results showed that the planning of authentic assessment according to curriculum 2013 in Arabic teaching at State Islamic Senior High schooI 2 Bojonegoro was carried out properly. Teachers have used several forms of authentic assessment، such as in cognitive assessment، they use written and oral tests، in affective assessments، they use observation، self-assessment، peer assessment، and journals، in psychomotor assessments they use performance assessments، projects، and portfolios. The problematic of teachers in implementing authentic assessment in Arabic teaching are the teachers find it difficult to develop instruments and determine authentic forms of assessment. The solution to these problems is that the teacher tries to understand the guidelines for authentic assessment and applies the basic form of authentic assessment in teaching.

scholarly journals A combination of transformative and authentic assessment through ICT in Physical Education (Combinando una evaluación auténtica y transformativa a través de las TIC en Educación Física)

Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 728-738
Author(s):  
Teresa Fuentes-Nieto ◽  
Víctor Manuel López Pastor ◽  
Andrés Palacios-Picos
Keyword(s):  
High School ◽  
Physical Education ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Good Method ◽  
Self Assessment ◽  
Self Evaluation ◽  
Video Tutorial ◽  
Information And Communication ◽  
Teaching Unit

  This work analyses the results of an authentic assessment (AA) and transformative assessment (TA) experience and use of information and communication technology (ICT) in Physical Education (PE) classes in high school. The experience involves the use of the Plickers application, and the participation of the students in the evaluation (self-evaluation and peer evaluation processes). This study was carried out in a high school from Spain, as part of a didactic dance unit, with 38 students (15th years old). The AA and TA task was for small groups of students to create a video tutorial of salsa steps as a final product of a dance teaching unit; were self-assessed and peer-assessed using Plickers. Experience was also evaluated. Results: the use of AA and TA processes in PE in high school based on the use of ICT has been a very positive experience. For the students the video tutorial is a good method of learning and assessment and they value positively the peer-assessment and self-assessment processes they carried out, as well as the use of the Plickers. This study can be interesting to PE teachers interested in using AA, TA and ICT. Further research about this topic may be need. Resumen. Este trabajo analiza los resultados de una experiencia de evaluación auténtica (EA) y evaluación transformativa (ET) que utiliza las Tecnologías de la Información y la Comunicación (TIC) en Educación Física (EF) en Educación Secundaria. La experiencia implica la utilización de la aplicación “Plickers” y la participación del alumnado en la evaluación (procesos de autoevaluación y de evaluación entre iguales). El estudio se desarrolla en un instituto de educación secundaria español, como parte de una unidad didácica de danza, con 38 alumnos de 15 años. Las actividades de EA y ET se realizaron en pequeños grupos, que crearon un video-tutorial de pasos de salsa como producto final de la unidad didáctica, el cual fue autoevaluado y coevaluado utilizando la aplicación “Plickers”. Se evaluó también toda la experiencia. Los resultados muestran que la utilización de procesos de EA y ET a través de las TIC en EF en secundaria ha sido una experiencia muy positiva. Los alumnos lo consideran un buen método de aprendizaje y evaluación y valoran positivamente los procesos de evaluación entre iguales y autoevaluación utilizados, así como el uso de “Plickers”. El estudio puede ser de interés para el profesorado de EF interesado en utilizar EA, ET y TIC. Parece necesario realizar más investigación sobre la temática.

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 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 EVALUASI PELAKSANAAN CLASSROOM ASSESMENT DI MADRASAH TSANAWIAYAH DDI SEPPANGE KECAMATAN BENGO KABUPATEN BONE

2020 ◽  
Vol 5 (2) ◽  
pp. 66
Author(s):  
St Jumaeda ◽  
St Nur Alam
Keyword(s):  
Formative Evaluation ◽  
Classroom Assessment ◽  
Peer Assessment ◽  
Evaluation Model ◽  
Survey Study ◽  
Self Assessment ◽  
Analysis Techniques ◽  
Assessment Techniques ◽  
Assessment Procedures

Abstract:This study aims to evaluate the implementation of classroom assessment on: (1) aspects of classroom assessment, 2) classroom assessment techniques, and (3) classroom assessment procedures. This research is a survey study, using a formative evaluation model from Michael Scriven.Sampling techniques are purposive samples. The research location is MTs DDI Seppange. Data collection is obtained through questionnaires, interviews, observations, and documentation. Data analysis techniques used are qualitative analysis techniques. The results showed that: (1) classroom assessment techniques carried out by MTS DDI Seppange teachers include written tests, observations, practical tests, assignment assessments, and oral tests, portfolios, journals, peer-to-peer assessment and self-assessment (2) aspects of classroom assessment that have been carried out by teachers covering cognitive, psychomotor, and affective aspects, (3) Classroom assessment procedures that have been carried out by teachers include making question grids, grain analysis , remedial implementation, and follow-up assessment results. The evaluation of aspects, techniques, and class assessment procedures, teachers at MTS DDI Seppange were carried out properly. Keywords: Evaluation, classroom assessment, teachers, Abstrak: Penelitian ini bertujuan untuk mengevaluasi pelaksanaan classroom assessment tentang: (1) aspek-aspek classroom assessment, 2) teknik-teknik classroom assessment, dan (3) prosedur classroom assessment. Penelitian ini adalah penelitian survei, dengan menggunakan model evaluasi formatif dari Michael Scriven.Teknik pengambilan sampel adalah purposive sample. Lokasi penelitian adalah MTs DDI Seppange. Pengumpulan data diperoleh melalui angket, wawancara, observasi, dan dokumentasi. Teknik analisa data yang digunakan adalah teknik analisis kualitatif. Hasil penelitian menunjukkan bahwa: (1) teknik classroom assessment yang dilaksanakan guru MTS DDI Seppange meliputi tes tertulis, observasi, tes praktik, penilaian tugas, dan tes lisan, portofolio, jurnal, penilaian antar teman dan penilaian diri (2) aspek-aspek classroom assessment yang telah dilaksanakan guru meliputi aspek kognitif, psikomotorik, dan aspek afektif, (3) Prosedur classroom assessment yang telah dilaksanakan guru meliputi pembuatan kisi-kisi soal, analisis butir soal, pelaksanaan remedial, dan tindak lanjut hasil penilaian. Hasil evaluasi tentang komponen aspek, teknik,dan prosedur penilaian kelas, guru di MTS DDI Seppange terlaksana dengan baik. Kata kunci: Evaluasi, penilaian kelas, guru,

scholarly journals IMPLEMENTASI PENILAIAN AUTENTIK BERBASIS KURIKULUM 2013 DALAM MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN

2021 ◽  
Vol 4 (1) ◽  
pp. 62-81
Author(s):  
Febrian Alwan Bahrudin ◽  
Stevany Afrizal
Keyword(s):  
Performance Appraisal ◽  
Citizenship Education ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Self Assessment ◽  
Good Citizen ◽  
Project Appraisal ◽  
Affective Assessment ◽  
Written Test ◽  
Descriptive Method

ABSTRACT   This research examines Authentic Assessment Based on Curriculum 2013 in Pancasila and Citizenship Education Subject where is located at Senior High School (SMA) Negeri 15 Pandeglang Banten. The objective of this research is to determine the implementation of authentic assessment based on curriculum 2013 in Pancasila and Citizenship Education subject which consist of cognitive, affective, and psychomotor assessments. In this research, the writer uses qualitative approach and descriptive method. The results indicate that authentic assessment in the Cognitive Aspect can be done by several types of tests: written tests, oral tests, and assignments. In the written test, there are Daily Assessment (PH), Mid-Semester Assessment (PTS), Final Semester Assessment (PAS), and also End-of-Year Assessment (PAT). Moreover, psychomotor assessments consist of performance appraisal, project appraisal, and also portofolio assessment. The Final authentic assessment based on curriculum 2013 in Pancasila and Citizenship Education Subjects is Affective assessment: observation, self-assessment, peer-to-peer assessment, and also journals. In this aspect, students are hoped to be able to implement a good personality following the values of Pancasila and the 1945 Constitution as a form of reflection of good citizen in Indonesia.    Keywords: Pancasila and Citizenship Education. Authentic Assessment, Curriculum 2013

scholarly journals IMPLEMENTATION OF INTEGRATED SCIENCE INSTRUCTION ASSESSMENT AS AN ALTERNATIVE TO MEASURE SCIENCE PROCESS SKILLS AND SOCIAL ATTITUDES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sukardiyono Sukardiyono ◽  
Dadan Rosana
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Peer Assessment ◽  
Science Instruction ◽  
Social Attitudes ◽  
Process Skills ◽  
Self Assessment ◽  
Social Attitude ◽  
Science Process Skills ◽  
Integrated Science

Curriculum 2013 requires a paradigm shift in the teachers manage learning, including assessment. Research on the implementation of integrated science instruction assessmentis an attempt to overcome the problems in science learning assessment in Junior High School. Rate the former tend to simply measure cognitive ability, so that teachers rarely pay attention to ratings on science process skills of students and social attitudes. This research aims to; (1) produce integrated science assessment practical instruction through the feasibility test in science learning class (2) to get the measure of science process skills and social attitudes of learners using instruments developed. This research is a development that adapt the model Borg and Gall (1983). Aiken's Formula V is used to analyze the instrument by the validator. This research resulted in: (1) integrated science instruction assessment practical through feasibility testing in the classroom science lessons with the following characteristics: (a) the observation sheet form checklist used by teachers to observe the science process skills of learners is only at the stage of observing, measuring, inferring, classifying, predicting, communicating as well as observing the social attitude on stage mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive  (b) science process skills is not observed from the behavior of learners assessed by working the worksheet (c) the self-assessment of social attitudes among learners friends used only at the stage of evaluate; (2) the instrument has been developed fit for use because it meets the content validity by experts and reliability was good value. (3) Results of measurement using observation sheet science process skills get a very good category and the results of measuring social attitude of learners using observation sheets, self-assessment and peer assessment obtained either category on aspects of mental and neural state, of readiness to respond, organized, through experience, and  exerting a directive .

Feedback as a form of control in a technogenic educational environment

2020 ◽  
pp. 44-49
Author(s):  
I. V. Kharlamenko ◽  
V. V. Vonog
Keyword(s):  
Foreign Language ◽  
Peer Assessment ◽  
Educational Environment ◽  
Educational Process ◽  
Mobile Technologies ◽  
Independent Learning ◽  
Bring Your Own Device ◽  
Self Assessment ◽  
Automated Control ◽  
Wide Range

The article is devoted to control and feedback in foreign language teaching in a technogenic environment. The educational process is transformed in terms of the implementation and active use of digital technologies. ICT-rich environment provides new models of interaction between the teacher, students and digital tools. It also enriches the diversity of tasks and expands the range of possible forms of control and feedback. According to the authors, automated evaluation takes place both in out-of-classroom activities and directly in the classroom using Bring Your Own Device technology (BYOD). Automated control contributes to the intensity of the educational process. It provides all the participants with an opportunity to choose a convenient mode of work and get instant feedback, thereby allowing self-assessment and self-reflection of their own actions. When teaching foreign languages, special attention should be paid to chatbot technology. Chatbots imitate human actions and are able to perform standard repetitive tasks. The growing popularity of bots is explained by a wide range of usage spheres and the ability to integrate chatbots into social networks and mobile technologies. In the technogenic educational environment, ICT can be the basis for interaction, co-editing and peer assessment in collaborative projects. In this case, students receive feedback not only from the teacher, but also from other students, which increases the motivation for independent learning. Thus, automated control, self-assessment and peer assessment can both identify problem areas for each student and design an individual learning path, which increases the effectiveness of learning a foreign language.

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