authentic assessment
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Retos ◽  
2022 ◽  
Vol 44 ◽  
pp. 728-738
Teresa Fuentes-Nieto ◽  
Víctor Manuel López Pastor ◽  
Andrés Palacios-Picos

  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.

2022 ◽  
Vol 8 (1) ◽  
pp. 188-194
Anda Juanda

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

2022 ◽  
Vol 13 (3) ◽  
pp. 2740-2746
Makhroji Makhroji ◽  
Irma Dewi Isda ◽  
Allif Syahputra Bania

This research aims to develop an authentic assessment instrument product based on language literacy with a scaffolding model that is oriented towards reading skills. This research method uses research and development methods. The research results show that the preliminary research phase describes the results of curriculum analysis and student analysis. At the product development stage and validation by experts, the percentage of authenticity instrument eligibility consisting of three indicators is 82%. It can be concluded that the instrument is suitable for use in learning activities. The practicality stage given to 20 students in one of the Manyak Payed Public High Schools, Aceh Tamiang District, consisted of four alternative answers, 25% were declared practical. Thus, high school teachers are advised to use the scaffolding model as a solution to improve reading comprehension and language literacy skills.

2022 ◽  
Sri Wahyuni ◽  
Fertilia Ikashaum ◽  
Endah Wulantina ◽  
Juitaning Mustika ◽  
Laila Mustika Putri

2022 ◽  
pp. 175-192
Mary A. Tkatchov ◽  
Dan Ervin

Among the increasing pressures on today's higher education providers are the call from employers for improved preparedness of graduates for entering the workforce and the expectation from students that their learning be personalized and targeted toward their unique professional goals. Authentic performance assessment is proposed as an opportunity for higher education to collaborate with industry and create targeted and personalized skills-based performance assessment for adult learners as a means for closing the skills gap between school and work. This chapter provides in-depth descriptions of the characteristics of authentic performance assessment and steps and strategies for creating them.

2022 ◽  
Vol 7 (02) ◽  
pp. 540-551
Siti Nur Rasya Ramadhan

The purposes of this study were to understand how effective distance learning in elementary school and how to discover the results of distance learning in authentic assessment perspective at SDIF Al - Fikri Sukmajaya District, Depok City, West Java.The subjects of the study were the first grade students of SDIF Al-Fikri for the academic year 2020/2021, with a total of 10 students, consisted of 6 female students and 4 male students. The first cycle consisted of 1 (one) meeting and the second cycle consisted of 3 (three) meetings, with the research procedures including: interviews and observations. The results demonstrated that the analysis of the implementation of distance learning activities was effective at SDIF Al - Fikri because the teachers and staff carried out learning according to the needs of students thus authentic assessments did not disappear during the implementation of distance learning.

2022 ◽  
Sukma Sukma ◽  
Asriani Abbas ◽  
Nurhayati Nurhayati ◽  
Kaharuddin Kaharuddin

2022 ◽  
Vol 7 (02) ◽  
pp. 598-605
Antonius Wicaksono

HOTS (High Order Thinking Skill) is material used by the students for helping the achievement of the competency standard , the purpose of education of primary and competence have (Depdiknas.2006) This study aims to describe the implementation of learning based on High Order Thinking Skills (HOTS) in Elementary Schools in Malang. It is well known that the implementation of the 2013 curriculum suggests that the importance of applying HOTS to the learning process in elementary schools. Therefore, it is necessary to conduct a study in the form of research to see the effectiveness of its implementation in elementary school. This research is a descriptive study with a qualitative approach. There are 2 methods used, namely descriptive and evaluative methods. The study population was all elementary schools in Malang. The research sample there are 40 public elementary schools in all districts in Malang. Data was collected using interview guidelines, observation sheets, and documentation. The results showed: (1) the average level of success of teachers in formulating HOTS-based learning planning in SD Malang only reached 79.46 even though it was in the Good category. (2) The average success rate of the implementation of HOTS-based learning as a whole is at 74.81% with the Fair category. (3) The average success rate of HOTS-based authentic assessment formulation in SD Malang is at 74.65% with the Fair category. Thus, improvement efforts are still needed, especially those related to the implementation of learning and authentic assessment of HOTS-based learning in Malang Primary School.

2021 ◽  
Vol 4 (2) ◽  
pp. 197-213
Nurotun Mumtahanah ◽  
Ahmad Suyuthi

This article explains the design of anti-corruption-based Islamic religious education learning in junior high schools. Educational institutions become media for prevention as a preventive effort in tackling corrupt behavior from an early age. By using qualitative research methods, the data in this research were obtained through interviews and searching curriculum documents. This study found that the anti-corruption PAI learning design was carried out by designing primary objectives and competencies, both subjects and graduates, which referred to anti-corruption values, such as honesty, trustworthiness, trustworthy and responsible. The learning objectives are formulated through basic competencies, reinforced by contextual learning methods realized through habituation, dialogical, interactive, and integrative learning experiences. This study also found that learning evaluation was carried out through authentic assessment because anti-corruption behavior cannot be assessed only by cognitive understanding but requires observation and trust to develop a trustworthy attitude. This study provides theoretical implications that anti-corruption education in educational institutions needs to be strengthened by integrative learning designs, which increase students' understanding need an academic infrastructure that can support the birth of behavior with integrity.

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