about the concept of designing the lesson plan with the syllabus despite of many common challenges in teaching.
d. Authentic Assessment
Along with the implementation of 2013 curriculum, the Ministry of National Education and Culture through its law number 65 year 2013 chapter IV
adopts authentic assessment as the assessment of instruction process. This assessment assesses
students’ readiness, process, and result of complete learning.
27
The different characteristic and format of authentic assessment between previous form curriculum assessment is also attributed in this curriculum.
The result of authentic assessment can be used by the teachers to plan remedial program, enrichment, and counseling service. Besides that, it can be also
used as the substance to repair the instruction process based on the standard of educational assessment. Here is further explanation relates to Authentic
assessment.
Authentic means accurate or based in fact.
28
Assessment is defined as the process of making a judgement or forming an opinion, after considering
something or someone carefully.
29
Form the literal definition above, authentic assessment can be defined as the process of judging or valuating something or
someone based on real condition by considering the aspects carefully. Authentic assessment is defined by many educational language experts so
far. O’Malley and Pierce in Hana stated that authentic assessment as the multiple forms of assessment reflecting students’ learning, achievement, motivation, and
attitudes toward classroom instructional activities.
30
Another definition about authentic assessment is stated by Newman, Brandt and Wiggins in Bruce that
assessment is authentic when it measures products or performances that having
27
Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 tahun 2013.op.cit. p. 11
28
Macmillan English Dictionary for Advance Learners.op.cit. p.78
29
Ibid., p.70
30
Hana Yulinda Fithriyani, Implementing Authentic Assessment: A Challenge for English Language Teachers, p. 2
meaning or value beyond success in school.
31
Herman and friends in Di Martino et.al also stated that in general, performance assessments can be thought of
assessment that require students to actively accomplish complex and significant tasks, while bringing to bear prior knowledge, recent learning and relevant skills
to solve realistic or authentic problems.
32
The last definition comes from Cohen et.al in in Fitri and Sofwan that authentic assessment as the assessment which uses
real evidence from real situation rather than through the use of tests.
33
From these definitions relate to authentic assessment, it can be seen as the process of
assessing students through several designed instructions or tasks that reflect their learning, and achievement in solving and treating real world or fact.
Authentic assessment is also referred to alternative assessment. Many terms are also attributed to authentic assessment such as: informal assessment,
performance assessment, descriptive assessment, and direct assessment.
34
From this statement, it can be realized that authentic assessment can be implemented
and performed in many ways. However, teachers as the spearhead of curriculum implementation and assessor have to completely understand about the
characteristic of authentic assessment such as the rubrics, scale, and what to be assessed.
Dealing with the implementation of 2013 curriculum, authentic assessment is highly relevant with the scientific approach. This assessment considered can
portray the students’ learning progress in five steps of scientific approach that are observing, questioning, experimenting, associating, and networking.
35
This authentic assessment more focus on complex and contextual tasks, that create
31
Frey, Schmitt, Allen, Defining Authentic Classroom Assessment, Practical Assessment, Research and Evaluation, Vol. 17, No. 2, 2012, p. 2
32
Joe Di Martino, et.al, Authentic Assessment, Principal’s Research Review Supporting
the Principal’s Data-Driven Decision, Vol. 2, 2007, p. 2
33
Aliningsih, F. A. Sofwan. 2015. English Teachers‘ Perceptions and Practices of Au- thentic Assessment. Language Circle: Journal of Language and Literature, X1, p. 20
34
Else V. Hamyan, Approaches to Alternative Assessment, Annual Review of Applied Linguistics, New York: Cambridge University Press, 1995, p. 213
35
Direktorat Pembinaan SMA-Ditjen Pendidikan Menengah.op.cit. p. 18
