scholarly journals The Novelty Of Developing Authentic Assessment On Scoring Rubric For The English Teachers To Run The National Curriculum In South Sumatera, Indonesia

2020 ◽  
Author(s):  
Elsina Sihombing
Keyword(s):  
National Curriculum ◽  
Authentic Assessment ◽  
English Teachers ◽  
Scoring Rubric

scholarly journals Pengembangan Rubrik Penskoran pada Asesmen Otentik untuk Materi Volume dan Luas Balok

2020 ◽  
Vol 4 (2) ◽  
pp. 275
Author(s):  
Yunita Rochmawati Jonan
Keyword(s):  
Authentic Assessment ◽  
Student Response ◽  
Small Scale ◽  
Development Research ◽  
Test Results ◽  
Assessment Of Learning ◽  
Teachers And Students ◽  
Scoring Rubric ◽  
Large Groups ◽  
Made In

ABSTRAK Tujuan penelitian pengembangan ini adalah menghasilkan sebuah rubrik penskoran pada asesmen otentikuntuk materi volume dan luas balok yang dapat digunakan oleh guru dan siswa. Rubrik ini dibuat sesuai dengan standar penilaian dalam kurikulum 2013. Penelitian pengembangan (R&D) ini menggunakan model Borg and Gall yang terdiri dari lima tahap yaitu penelitian dan pengumpulan data awal, perencanaan, pengembangan format produk, uji coba skala kecil, revisi akhir dan penyempurnaan produk. Hasil penelitian pengembangan ini berupa rubrik penyekoran holistik dan analitik dengan nilai sangat valid sebesar 94%. Analisis dari penelitian ini adalah angket kebutuhan bagi guru dan siswa sedangkan uji coba dilakukan melalui perorangan, kelompok kecil dan kelompok besar. Sedangkan kelayakan rubrik penskoran dari penilaian oleh ahli dengan menggunakan angket uji validitas materi, hasil belajar siswa, respon siswa serta tanggapan guru pengajar. Hasil penelitian ini menunjukkan bahwa rubrik penskoran ini efektif dalam membantu memperbaiki hasil ulangan dan cukup praktis serta dapat dipergunakan untuk memberikan penilaian hasil belajar yang sesuai dengan kurikulum 2013. Kata kunci: rubrik, penskoran, asesmen otentik.   ABSTRACT The purpose of this development research is to produce a scoring rubric on an authenticity assessment for the volume and area materials that can be used by teachers and students. The rubric is made in based on the assessment standards in the 2013 curriculum. This development research (R&D) uses the Borg and Gall model consisting of five stages of preliminary data research and collection, planning, product format development, small-scale trials, final revisions and product enhancements. The results of this development research include holistic and analytic scoring rubric with a very valid score of 94%. The rubric is analyzed fromquestionnaire for teachers and students, while trials are conducted through individuals, small groups and large groups. The feasibility of the scoring rubric from assessment by members by using the material validity test questionnaire, student learning results, student response and teacher responses. The results of this study show that the scoring rubric is effective in helping to improve the test results and is practical and can be used to provide assessment of learning outcomes in accordance with the 2013 curriculum. Keywords: rubric, scoring, authentic assessment.

scholarly journals PENERAPAN AUTHENTIC ASSESSMENT BERBASIS E-LEARNING DALAM PEMBELAJARAN BIOLOGI

2019 ◽  
Vol 8 (2) ◽  
pp. 156-166
Author(s):  
Ida Bagus Ari Arjaya
Keyword(s):  
Learning Process ◽  
Digital Literacy ◽  
National Curriculum ◽  
Authentic Assessment ◽  
Teacher Professionalism ◽  
Scientific Article ◽  
Learner Participation ◽  
Innovative Learning ◽  
E Learning ◽  
Biology Learning

Digital literacy occupies the latest issue in the education system of the 21st century. Global competition causes each student must be able to manage and find of well information resources. Digital literacy itself is defined as the competence used by learners to participate fully in the learning process by involving knowledge, skills and attitudes that are effective in the utilization of digital devices. Furthermore, Unesco (2017) defines digital literacy as a life skill to support lifelong education, cross national curriculum, enhances learner participation, and enhances teacher professionalism through innovative learning such as e-learning. The deeper implementation of digital literacy can be done by giving students authentic tasks accompanied by their authentic judgments. As one of the integrals of science, biology is a branch of science that focuses the object of observation on the phenomena of living things. Generally, in biology learning process used conventional assignment and paper and pencil test assessment so the learning becomes monotonic and support rote learning. One alternative way to integrate the authentic assessment component, learning and it utilization of digital literacy is to implement e-learning with authentic assessment in biology learning process. This scientific article is intended to analyze: 1) types of authentic assessment types in biology learning, 2) integration of e-learning based authentic assessment to support the biology learning process.

scholarly journals “I FORGOT WHAT IT IS”: THE ENACTMENT OF 2013 CURRICULUM IN EFL CLASSROOM

2020 ◽  
Vol 3 (3) ◽  
pp. 234
Author(s):  
Susmalinda Misbah ◽  
Untung Waluyo ◽  
Khusnul Khotimah
Keyword(s):  
High Schools ◽  
Research Study ◽  
Junior High ◽  
Authentic Assessment ◽  
English Teachers ◽  
Junior High Schools ◽  
Practical Recommendations

To date, the 2013 curriculum has been implemented for almost a decade. But this latest curriculum has not been well-implemented due to many obstacles. Accordingly, plethora studies have been extensively carried out to refine the praxis. However, the investigation of this area in junior high schools is underexplored. Thus, this study was carried out to fill this void. This research study aimed to investigate the problems in enacting 2013 Curriculum, to reveal the hindering factors, and to showcase how teachers cope with those problems. Grounded in a case study, nine English teachers of state junior high schools were recruited. Data were collected through observations, documentations, and interviews. The findings confirmed that teachers experienced some delinquent setback in translating curriculum into instruction. This was related to how they teach using suggested teaching stages, integrate intended domains of competence, and conduct authentic assessment. Furthermore, students’ lack of motivation and autonomy was also a sizeable impediment. In relation to this, some hindering factors and teachers’ endeavours to cope with the abovementioned problems were also elaborated systematically. To end this article, some practical recommendations were proposed accordingly.

scholarly journals TEACHERS’ PERCEPTION ON WRITING ASSESSMENT BASED ON 2013 CURRICULUM AT MAN 2 KEDIRI

2021 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Dewi Sari Pamungkas ◽  
Irwan Sulistyanto
Keyword(s):  
Writing Assessment ◽  
English Teachers ◽  
Knowledge Assessment ◽  
Attitude Assessment ◽  
The Subject ◽  
Scoring Rubric ◽  
The Right ◽  
Almost All ◽  
Descriptive Qualitative

This research is purposed to describe teachers’ perception on writing assessment based on 2013 curriculum at MAN 2 Kediri. This research used descriptive qualitative as the approach. The subject of this research is six English teachers of MAN 2 Kediri. There are two tools that were used to get the data namely questionnaire and interview. The results of this research are (1) in attitude assessment, almost all teachers of MAN 2 Kediri arrange the instrument in the right way, but the scoring rubric was not appropriate with 2013 curriculum (2) in knowledge assessment, all teachers of MAN 2 Kediri arrange the question and scoring rubric appropriately with 2013 curriculum (3) in psychomotor assessment, teachers arrange the question in psychomotor assessment in the right way but the choosing of question is not suitable for psychomotor assessment. For the scoring, all teachers use analytic rubric, but, do not concern the criteria in the scoring rubric. (4) most of teachers do not have any problems in the writing assessment. For the suggestions, teachers should add the description in scoring rubric for attitude assessment as the same with 2013 curriculum. Next, in choosing the question/task should be appropriate with the aspect that will be assessed. The last, teachers should determine the criteria for scoring rubric in knowledge and psychomotor assessment.

scholarly journals IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN THE 2013 CURRICULUM AT SMA PMT PROF. DR. HAMKA PADANG

Ta dib ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 87
Author(s):  
Diki Atmarizon ◽  
Novita Efendi
Keyword(s):  
Classroom Management ◽  
Authentic Assessment ◽  
English Teachers ◽  
Basic Knowledge ◽  
Descriptive Research ◽  
Assessment Training

This research aims to describe the implementation of authentic assessment of 2013 curriculum at SMA PMT Prof. Dr. Hamka Padang. The descriptions were the kinds of assessment, the implementation of assessment and the problem encountered by the teachers. Participants were two English teachers and 7 students as the representative chosen purposively. This is descriptive research. The data were obtained from the instruments used which were observation checklist and interview guideline. The data were analyzed quantitatively and qualitatively. The result shows that 52,5% of assessment was  implemented by all English teachers. The numbers of the students became main problems besides basic knowledge, overburdened of time and classroom management. In short, the English teachers’ assessment belonged to ‘Fair’ category. Consequently, the assessment training and workshop should be followed by the teachers. Furthermore, the researcher can widen research to know the assessment implemented by English teachers of the 2013 curriculum.

scholarly journals The Rise and Fall of Curriculum 2013: Insights on the Attitude Assessment from Practicing Teachers

2018 ◽  
Vol 42 ◽  
pp. 00010
Author(s):  
Yuliana Natsir ◽  
Yunisrina Qismullah Yusuf ◽  
Ulva Fiolina Nasution
Keyword(s):  
Learning Outcomes ◽  
Peer Assessment ◽  
National Curriculum ◽  
Authentic Assessment ◽  
Assessment System ◽  
Attitude Assessment ◽  
Practicing Teachers ◽  
School Based ◽  
School Day ◽  
Students Attitudes

The change of Indonesia’s national curriculum from School-Based Curriculum 2006 (hereafter SBC 2006) to Curriculum 2013 (hereafter CR 2013) has caused modifications in the assessment system which requires teachers to use authentic assessment. Many teachers are facing setbacks in the implementation of this assessment, particularly in the attitude aspect. This qualitative research mainly focused on investigating the problems in conducting the attitude assessment faced by teachers in CR 2013. Three English teachers from three junior high schools in Banda Aceh were selected and interviewed with questions adapted from Handayani (2014) and Eliza (2015). The document analysis of attitude assessment was also done to see the reports of students’ attitudes. The findings showed that the teachers knew the importance of authentic assessment as a necessity for assessing students’ learning outcomes in CR 2013, but they admitted that it was complicated since many categories need to be assessed in detail. They find it impossible to assess all of the students in every school day. When parents do not want to cooperate if their children are in need of attention from both parents and teachers, it is also an obstacle for the teachers to do the assessments. Furthermore, the teachers deemed that self- and peer-assessment were ineffective and the paper further discusses why it is so.

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