Analyzing the Issues in the Implementation of Authentic Assessment in the 2013 Curriculum

Abna Hidayati, Alwen Bentri, Ulfia Rahmi

Abstract


The  implemention of authentic assessment  in the   2013 Ccurriculum  has been encountered by various challenges. Teacher have to use numerious instruments, which made them quite which are regarded more complicated. this study focused on the analysis of issues experienced by teachers in implementingng theauthentic assessment within the 2013 curriculum. This study used quantitatif method in which questionnaire was  distributed to the teachers. Population included all teachers in Padang whose schools are applying the 2013 curriculum. 120 teacher were randomly taken as the sample.  The results show that in terms of the affective aspect, the teachers had not yet been optimal in conducting self- and peer assessment for the students, thus the further improvement is seriously recomended. In light of the the cognitive aspect, the teachers had done a very good assessment. They had made a variety of assessment types, especially in the essay and oral tests. However, the assessment of psychomotor aspect was not also optimally done need some improvement. From these results, it is hoped that the teachers can further enhance the assessment procedures of the three criteria for better learning outcomes. The school principals should be able to create opportunities for the teachers to take training in the Applying authentic assessment.

Keywords


Assessment, authentic material, 2013 curriculum

Full Text:

PDF

References


Arifin, Z. (2009). Evaluasi pembelajaran. Bandung: Remaja Rosdakarya, 77.

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5), 523–545.

Davis, G. A. (2003). Raising the awareness and concern of e -mail misuse in the workplace (D.Sc.). Ann Arbor, United States.

De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(05), 893–916.

Dieker, L. A., & Murawski, W. W. (2003). Co-teaching at the secondary level: Unique issues, current trends, and suggestions for success. The High School Journal, 86(4), 1–13.

Huba, M. E., & Freed, J. E. (2000). Learner centered assessment on college campuses: Shifting the focus from teaching to learning. Community College Journal of Research and Practice, 24(9), 759–766.

Marhaeni, A. (2012). Pengantar Evaluasi Pendidikan. Singaraja: Universitas Pendidikan Ganesha Perss.

Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring: A report to the public and educators.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning & Education, 9(2), 169–191.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.




DOI: http://dx.doi.org/10.15548/jt.v24i1.256

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright © Al-Ta'lim Online Journal, Print ISSN 1410-7546 Online ISSN 2355-7893, All rights reserved 

Published by Faculty of Islamic Education and Teacher Training 

shopify traffic stats

View Stats

Flag Counter

 

Creative Commons License
Al-Ta'lim Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.