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Example of Authentic Assessment in Ict Course
This paragraphs show example of using authentic assessment in ICT course in mathematics education of college students.
The title of the course is ―ICT Integration in Teaching and Learning Mathematics‖. The activities was conducted out ofin classroom.
All students have laptop and internet connection. The activity was predicting graph of function using Dynamic software Autograph in teaching secondary mathematics. The lecturer
used strategy Think-Talk-Write with discovery learning method. The scenario of the class activities described below.
Grade Level : College level Undergraduate
Course : Algebra
Procedure :
Students have been trained to use Autograph in learning graph of various functions as quadratic or trigonometric function.
The teacher gives students authentic tasks to do in pair using dynamic software Autograph. The purpose is to enrich students with experience by investigating and
through real world problems dealing with graph of functions.
Activity
: Students and teacher work outside of the class to create a parabolic curve:
1. Group1 squirting water from a hose with different angles.
2. Group 2 playing jumping rope with different distance among the rope holders. One person on each group doing the activity and other people taking photos.
Student tasks in group :
a. To observe the photo on the laptop and predict the parabolic function formed by those squirting water without Autograph. Different group observes different photo of
different squirting angles or different distance of rope holders. The Lecturer observing students in each group
b. Then, they predict the function the math model. The lecturer asking each group to write on the board the predicted functionequation- cannot be changed
c. Use Autograph to check their prediction as follows: Copy the picture to Autograph
Enter the predicted equation into Autograph Check whether the equation fit to the picture in the Autograph The lecturer
checking which group having the best prediction
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Students discuss with their friends to make a change of the function by observing the different between the picture and the predicted function
Suppose students predict the function of the form: ax
2
+ bx + c = y Student discuss in the group and can make change the value of a, or b, or c to a
bigger or smaller number until they get the graph exactly fit to the picture The lecturer ask the group to record how many changes they make until they get the correct answer
and which group did the best .
Conclusion
The New Curriculum 2013 of Indonesia in recent years encourages teachers to look at not only the knowledge, but also attitudes and skills. It emphasizes on new goals, approach
on teaching , learning and assessment strategies. The assessment standard is shifted from assessment through test product-based into authentic assessment to measure all
competencies attitude, skills and knowledge based on the process and product in competency-based assessment. The most important reason for shifting assessment practices is
to make sure our curriculum goals, instructional methods, and assessment practices align. To be effective as part of educational process, assessment should be as an integral part of
learning and teaching. The success of the implementation depends on the teacher‘s competency in this new assessment.
References
Authentic task design. University of Wollongong, Faculty of Education: Retrieved from www.authentictasks.uow.edu.au
CAREI Centre for Applied Research and Educational Improvement, University of Minnesota,
Authentic assessment
tasks. Retrieved
from: http:cehd.umn.eduCAREIReportspedagogytasksdefault.html
Herrington, J., Oliver, R. Reeves, T. C. 2003. Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 191: 59-71.
Retrived from: www.ascilite.org.auajetajet19herrington.html Herrington, J Kervin, L. 2007. Authentic learning supported by technology: 10
suggestions and cases of integration in classrooms. Educational Media International, 443, 219-236.
Retrieved from http:journalsonline.tandf.co.uk
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Jonassen, D. H., Carr, C. S. 2000. Mindtools: Affording multiple knowledge representations for learning. Computers as cognitive tools, volume 2: no more walls:
theory change, paradigm shifts, and their influence on the use of computers for instructional purposes, 165.
Kemendibud 2012. Pengembangan Kurikulum 2013. Jakarta, Kementerian Pendidikan dan Kebudayaan.
Meyer, C. A. 1992. Whats the difference between authentic and performance assessment? Educational Leadership, 49, 39-40.
Mueller, J. 2008. Authentic assessment toolbox. Retrieved on 18 October 2014 from http:jonathan.mueller.faculty.noctrl.edutoolboxindex.htm. University of Wisconsin,
National Council of Teachers of Mathematics 1993. Assessment in the Mathematics Classroom. Yearbook of the NCTM , edited by Norman L. Web. Reston, VA: National
Council of Teachers of Mathematics.
_____. Assessment Standard for School Mathematics 1989. Reston, VA: National Council of Teachers of Mathematics.
______. Curriculum and Evaluation Standards for School Mathematics 1989. Reston, VA: National Council of Teachers of Mathematics.
Rule, A. 2006. The Components of Authentic Learning”, Journal of Authentic Learning Volume 3, Number 1, August 2006, Pp. 1-10.
Shulman, L. 1986. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, Vol. 15, No. 2 Feb., 1986, pp. 4-14
Revington, S . Authentic Learning. Retrieve from: http:authenticlearning.weebly.com Stiggins, R. J. 1987. The design and development of performance assessments. Educational
Measurement: Issues and Practice, 6, 33-42. Stout
2007. Authentic
assessment resources.
Retrieved from
http:www.uwstout.edusoeprofdevassess.shtml WiggIns, G. 1989, May. Atrue test: Toward more authentic and equitable assessment. Phi
Delta Kappan, 709: 703-713. Wiggins, G. P. 1990. The case for authentic assessment. Practical Assessment, Research
Evaluation, 22.Retrieved from http:PAREonline.netgetvn.asp?v=2n=2 Wolf. D. 1989. Portfolio assessment: Sampling student work. Educational Leadership,
467: 35-37.
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AUTHENTIC ASSESSMENT : UNDERSTANDING LEVELS AND CONSTRAINTS IN THE IMPLEMENTATION OF THE TEACHER IN THE CITY OF
LHOKSEUMAWE ACEH PROVINCE
M. Hasan Syiah Kuala University
hasan.kimiagmail.com
Abstract
This study aims to determine the level of teachers understanding of authentic assessment as well as the obstacles faced by teachers in implementing the authentic
assessment . The research method is a survey. This research was conducted in Lhokseumawe City the province of Aceh. The sample in this research are 165 teachers. The sample
consisted of elementary school teachers, junior high school, and vocational school with details of 60 elementary school teachers, 40 junior high school teachers, 40 high school
teachers, and 5 vocational teachers . Implementation of the survey conducted by distributing questionnaires to teachers who have participated in the training curriculum in 2013, and
direct observation in the classroom implementation . The results showed teachers understanding of authentic assessment is relatively low, with only 38.33 of elementary
school teachers who claim to understand the concept of authentic assessment. The understanding of junior high school teachers, high school, and vocational school is 50 ,
52.5 , and 32 . Poor understanding of authentic assessment of teachers is evident in the implementation of learning, where teachers have difficulty in applying it in the classroom,
especially the attitudes and skills assessment . Keywords
: Authentic Assessment , Understanding Level of The Teacher .
Introduction
Curriculum 2013 has been prepared and gradually started to be implemented since 2013 at all levels of school education. The fundamental difference between the curriculum in
2013 with the previous curricula substantially rests on three things, namely scientific approach, integrative learning, and authentic assessment. Authentic assessment is one of the
critical success factors in the implementation of the curriculum in 2013 at various levels of education in schools. Authentic assessment should be carried out on all three domains
simultaneously, ie the knowledge, skills, and attitudes.
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According to Mueller 2006 , authentic assessment is referred to as direct assessment. Some references state that authentic assessment as a performance assessment. So authentic
assessment can be interpreted as a form of assessment that is carried out directly when the implementating of the learning process, which includes three domains at once, the
knowledge, skills, and attitudes. In addition to implementing authentic assessment, a teacher must be able to prepare assessment instruments. Assessment instruments can of course be
different for the same subject matter if the instructional strategies used are different. This is in contrast to the implementation of the curricula of learning before. Usually
teachers are conducting the assessment at the end of the learning process , even at the end of the semester , and the components are assessed only knowledge . Therefore, the successful
implementation of the curriculum at all levels of school education is dependent upon the level of teachers understanding of authentic assessment and the teachers ability to carry out the
assessment in all aspects, namely knowledge, skills, and attitudes. This study examines the teachers level of understanding on authentic assessment of
elementary school, junior high school, senior high school, and vocational school in the town of Lhokseumawe and to identify the constraints faced by teachers in implementing the
assessment. Benefits of the research is to propose an alternative solution to improve the understanding of teachers in preparing authentic assessment instruments and proposes a
strategy assessment that covers the three domains for each competency.
Research Method
The research method is a survey. This research was conducted in Lhokseumawe City of Aceh province. The sample in this research are 165 teachers. The sample consisted of
elementary school teachers, junior high school teachers, senior high school teachers, and vocational school teachers with details of 60 elementary school teachers, 40 junior high
school teachers, 40 high school teachers, and 5 vocational teachers. Implementation of the survey conducted by distributing questionnaires to teachers who have participated in the
training curriculum in 2013, and direct observation in the classroom implementation. To obtain the data on the level of understanding of teachers used a triangulation
approach . Respondents were asked about the level of understanding of authentic assessment. However, the accuracy of answers are controlled by other questions that demonstrate
understanding of the actual respondents. To determine the level of understanding of respondents about authentic assessment, the data were processed using percentage
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techniques. As for the information about the constraints faced by teachers in implementing authentic assessment of learning is done in-depth interviews with teachers as respondents.
Result and Discussion
The results of research related to the data level of understanding of elementary school teachers , junior high school , and vocational school in the city of Lhokseumawe on authentic
assessment has been obtained , and are summarized in Figure 1. According to Figure 1 shows that the level of teachers understanding of authentic assessment is still relatively low,
especially teachers of vocational school and elementary school . The relatively high level of understanding of the assessment are high school teachers , with a percentage of 52.50 .
These results were obtained based on their responses on the questionnaire, either on direct questions and indirect questions. Direct question is perceptional, whereas indirect questions
are test -level of understanding.
Figure 1. Comparison of the level of understanding of authentic assessment in teacher training by education level
Teachers lack of understanding of authentic assessment allegedly influenced by their desire to use this type of assessment in learning. According Rustaman 2013 , some teachers
do not want to use authentic assessment by reason only a waste of time. Yet according to Wiggins 2005 to design an authentic assessment is very efficient, steady, and do not waste
time . Additionally Zainul 2001 confirm that authentic assessment is needed, especially to measure other than cognitive aspects, such as skills and attitudes .
In addition, teachers lack of knowledge about authentic assessment due to their habit. Teachers have not used authentic assessment of learning, so that they are not interested in
learning how to create a rubric is an authentic assessment . Now the teachers felt compelled to develop an authentic assessment instrument for the implementation of the demands of the
curriculum in 2013. Therefore, the teachers are very difficult to develop an assessment rubric, application, and interpretation of results
. 38,33
50 52,50
32 61,67
50 47,50
68
SD SMP
SMA SMK
Paham Tidak Paham
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1
The teacher is still difficult to implement all authentic assessment criteria, because given the teachers need more provides an explanation of the content of the materia
2 Teachers still do not understand compile assessment instrument that includes three domains, : affective , cognitive, and psychomotor.
3 Teachers are still not able to and understand how to measure the number of basic competencies that are not core competencies seem achievement, at midtest dan final
exam. 4 The teacher is still difficult to implement all authentic assessment criteria, because
teachers need more time to give an explanation of the content of the consept. 5 When implemented the teacher training, materials about authentic assessment is not
yet complete, so the application in teaching-learning activites is still not perfect. 6 Teachers still do not understand about the performance assessment, portfolio, and
project appraisal, because it all has a certain criteria. 7 Teachers need a lot of time allocation to assess the project.
8 lack of clear briefing on authentic assessment as teacher training
Barons Marzano , 1994, describes five criteria task for authentic assessment, namely : 1 meaningful for teachers and students, 2 involvement of students, 3 the task requires
students to find and analyze information as well as draw conclusions about it, 4 the task requires students to work or perform. So authentic assessment leads teachers to determine the
number of tasks to be done about the students competency to be mastered.
Conclusions
The level of teachers understanding of authentic assessment is still relatively low. These results were obtained based on their responses on the questionnaire, either on direct
questions and indirect questions. The constraints faced by teachers in implementing authentic assessment in learning is not e nough time to judge while teaching, do not get clear examples
when training, and difficult to develop an instrument along with columns for each of the concepts to be taught.
Reference
Marzano R.J 1994, Assessing Student Outcomes: Performance Assessment Using The Five Dimensions of Learning Model. Alexandria: Assiciation for Supervision and
curriculum Develpment. Mueller, J. 2006, Authenthic Assessment. North Central College. Available:
http:jonathan.mueller.faculty.noctrl.edutoolboxwhatisist.htm
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Rustaman, N.Y., 2013, Penilaian Otentik Authenthic Assessment dan Penerapannya dalam Pendidikan Sains.
Wiggins, G. 2005, Grant Wiggins On Assessment Edutopia. The George Lucas Educational Foundation online. Available:http:www.glef.org.
AUTHENTIC ASSESSMENT DETERMINANT IN ISLAMIC RELIGION EDUCATION EXECUTION TOWARDS COGNIZANCE QUALITY HAVES A
RELIGION IN STUDENT AT ELEMENTARY SCHOOL AND MADRASAH IBTIDAIYAH AT KUDUS REGENCY
Dr. H. MASRUKHIN, S.Ag., M.Pd. STAIN Kudus Email : masrukhinkhingmail.com
Abstract
This research aims to detect, describe, and predict about determinant variables about performance assessment or authentic assessment in Islamic religion education execution
towards cognizance quality haves a religion in student at elementary school SD and Madrasah Ibtidaiyah MI at Kudus regency. This research uses to approach multivariate
with research kind ex post facto. The research sample teacher and student from six at elementary school SD and Madrasah Ibtidaiyah MI at Kudus regency, sample taking is
done with stratified random sampling data collecting by using questioner and problem check list student in haves a religion. Data analysis technique that is: 1 descriptive statistics
analysis technique, 2 double correlation analysis technique, 3 analysis technique variance ANOVA and 4
double regression analysis technique. The research finding that is: 1 in
general difficulty level haves a religion student at education stage base SD higher than at MI. 2 found which are positive connection and significant between teacher factor X
1
, student factor X
2
, curriculum factor X
3
, and environment factor X
4
towards authentic assessment determinant in Islamic religion education execution Y1 and towards cognizance quality
haves a religion Y2 in student at SD and MI at Kudus regency. The correlation result delivers free variable and bound that is X
1
r = 0,989, X
2
r = 0, 983, X
3
r = 0, 967, X
4
r = 0,957, and Y
1
towards Y
2
0,947. R square found X
1
and Y
1
as big as 97,8, X
2
and Y
2
as big as 96.6, X
3
and Y
1
as big as 93,6 and X
4
and Y
1
as big as 91,0, Y
1
and Y
2
as big 89,7, while for hypothesis testing with ANOVA found significant F Change for all count as
big as 0,000. H
a
accepted and H averse, so that this watchfulness result can valid for
population. Regression line similarity that is Ý
2
= a + b
1
Y
1
, from calculation is found Ý
2
= - 0,737 + 0,473.
Keywords:
Performance Assessment or Authentic Assessment, Islamic Religion Education, and Cognizance
Quality Haves a Religion. Introduction
National education program be one of [the] program that must be run by government, be right for every citizen to get instruction. This matter is in line with Republic of Indonesia
country likes included in paragraph fourth
constitution opening 1945. Indonesia country
government, among others, has duty makes society educates nation life. education for every
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citizen that living in Indonesia regulated by constitution 1945 chapters xiii about paragraph education 31 that consist
of 2 verses sounds: 1. Every citizen justifiably get instruction,
2.Government carries on and conduct one national instruction system, at regulate constitution 1945, P-4, GBHN 1993: 240-241. National education aim, as mentioned in
UUSPN no. 2 year 1989 in chapter II section 4 at tell: that national education aims to make intelligent society in nation life and develop Indonesia human intact, that is human that
believe in and god fearing towards god malt one and virtuous noble character, has erudition and know-how, body well-being and spiritual, steady personality and self-supporting with
social responsibility taste and nationality
.
Thereby education exertion for all education for all for supposed society can increase level and dignity of nation life, national education aim furthermore follows Wuradji 1997:
16 can at see in 5 dimensions that is: 1.Dimension spiritual belief in god, God fearing, noble character; 2 Personality dimension steady individual and self-supporting, Strong,
work ethic, discipline, well spiritual; 3.Social dimension social responsibility and nation; 4.Intellectual dimension intelligent, creative, skilled, Professional, and voluminous; 5
physical dimension wells physical. See fifth dimension in national education aim above. So, clear that education and
religion instruction is one of [the], dimension, must is on every national education system executor, care of general draft realizes Indonesia human intact well body and, spiritual,
beside that is our society is society religious
. But in religion education execution at school this time, experience various complex
problem that is: 1 Not yet Islamic religion education teacher the maximal in realize religion study process intact for entrant educate, good begin from planning execution and study
evaluation; 2. Total of hours or credit system semester more decried; 3.Not yet integration existence in education exertion in 3 three environmentunits in education; 4. The
decreased it to care society about meaning the important religion education; 5. The low creativity and religion teacher motivation in subsidize process execution quality learns PAI;
6. Media and study source PAI not yet proper; 7.Curriculum matter development not yet based on psychology for student; 8 Curriculum PAI that experience stagnation, more give
top priority cognate aspect; 9. Study only developed intellectual intelligence and not yet develop intelligence spiritual, intelligence emotional, intelligence interpersonal, and others;
10.Matter disagree with development psychology student; 11.Method in monotonous
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religion instruction, so that lose looks for entrant educates; 12. Not yet commitment existence between religion teacher and teacher non religion at school according to together in
form cognizance haves a religion student; 13. Enter it infinite foreign culture there is no limit passes assorted media; 14. Not yet walk it comprehensive evaluation system and
authentic assessment for entrant educates, but existing evaluation system more in evaluation cheats and artificial
.
As finally from Islamic religion study not yet show application that have a meaning from a erudition and know-how essence, so appear assorted crisis and moral crisis multiple
dimension crisis, execution appearance for example inclined aggressive, easy conflict delivers member, conflict deliver adolescent, act violence on behalf of religion, religious
radicalism, and there is no tolerance with exclusively, moral crisis, and others, addressed in failure in Islamic
religion education at school or madrasah. While peculiarly desirable
religion education by government that is comprehension and inclusive religious execution, balance and moderate be condition haves a religion all society in democracy atmosphere and
fast
social change, hotly have a religion tall.
Authentic evaluation authentic assessment is real mirror from student study condition, authentic evaluation in Islamic religion education context based on from individual
experience, direct experience at real world every student, so that knowable development learn student in the field of Islamic religion education related to Islamic cognizance quality
according to intact, good domain cognitive, affective and psychomotor.
With see society reality above, so author wants to detect and identify about: authentic evaluation determinant in Islamic religion education execution towards cognizance quality
haves a religion in student at elementary school and madrasah ibtidaiyah at Kudus regency. On the chance of knowable earlier about: 1 how does authentic evaluation in Islamic
religion education execution towards cognizance quality have a religion in student at elementary school and madrasah ibtidaiyah at Kudus regency, 2 what determine authentic
evaluation in Islamic religion education execution towards cognizance quality have a religion
in student at elementary school and madrasah ibtidaiyah at holy regency. Theory Study and Hypothesis Formulation
1. Authentic Assessment in Islamic Religion Education Context
