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Journal articles on the topic 'Authentic assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Prestidge, Linda K., and Candyce H. Williams Glaser. "Authentic Assessment." Intervention in School and Clinic 35, no. 3 (2000): 178–82. http://dx.doi.org/10.1177/105345120003500308.

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Kiernan, Henry. "Authentic Assessment." English Leadership Quarterly 17, no. 4 (1995): 1–15. http://dx.doi.org/10.58680/elq19955359.

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Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses

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Ogunode, Niyi Jacob. "CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 139–48. http://dx.doi.org/10.21009/jisae.v7i2.22570.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses

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Symonds, Ria, and Lisa Mott. "Creating authentic assessment in mathematics." MSOR Connections 22, no. 2 (2024): 37–46. http://dx.doi.org/10.21100/msor.v22i2.1484.

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Assessment of students’ mathematics knowledge within higher education (HE) has normally taken a very traditional approach. Closed-book assessments have long been the favoured mode of assessment (Iannone Simpson, 2011) which often requires students to recall facts, formulae, and methods. One could argue that this type of assessment is limited in its ability to effectively assess how well a student’s ability to authentically use mathematics has developed. Due to the recent pandemic, many institutions were forced to rethink their assessment methods so that they could be delivered online and remot

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Rini Maulidhawati, Entika Fani Prastikawati, and Theresia Cicik Sophia Budiman. "AUTHENTIC ASSESSMENTS IN ENGLISH LANGUAGE TEACHING: A CASE IN SMP NEGERI 6 SEMARANG." Journal of English Education and Linguistics 2, no. 1 (2021): 67–78. http://dx.doi.org/10.56874/jeel.v2i1.409.

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The Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to apply authentic assessment as the method of assessing the students’ competence. Point to that, the implementation of authentic assessment as well as its washback should be investigated. For that reason, this study is trying to investigate: (1) authentic assessments applied in English teaching and learning, (2) the types of authentic assessment used, (3) the teachers’ difficulties in applying authentic assessment, (4) washback effect of the use of authentic assessment. This study applied qua

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A. Nkhoma, Clara, Mathews Nkhoma, and kilongtu@gmail com Ky Long Tu. "Authentic Assessment Design in Accounting Courses: A Literature Review." Issues in Informing Science and Information Technology 15 (2018): 157–90. http://dx.doi.org/10.28945/4036.

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Aim/Purpose: Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background: This paper reviews examples of authentic assessments that are available and have been u

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Poindexter, Kathleen, Debra Hagler, and Deborah Lindell. "Designing Authentic Assessment." Nurse Educator 40, no. 1 (2015): 36–40. http://dx.doi.org/10.1097/nne.0000000000000091.

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Yaden, David B., Laurie Macgillivray, Robert D. Way, and James Villarreal. "Authentic Literacy Assessment:." Computers in the Schools 11, no. 2 (1994): 73–84. http://dx.doi.org/10.1300/j025v11n02_07.

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Dutt-Doner, Karen M., and Reva Maddox. "Implementing Authentic Assessment." Kappa Delta Pi Record 34, no. 4 (1998): 135–37. http://dx.doi.org/10.1080/00228958.1998.10518751.

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JOY CUMMING, J., and GRAHAM S. MAXWELL. "Contextualising Authentic Assessment." Assessment in Education: Principles, Policy & Practice 6, no. 2 (1999): 177–94. http://dx.doi.org/10.1080/09695949992865.

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Hanifah, Umi, and Imam Mahmudi. "Thathbiq al-Taqyim al-Waqi’i bi al-Manhaj al-Dirasi 2013 Fi Ta’lim al-Lughah al-‘Arabiyah." Arabiyatuna : Jurnal Bahasa Arab 4, no. 2 (2020): 279. http://dx.doi.org/10.29240/jba.v4i2.1792.

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This study aims to explain how to plan the authentic assessment according to 2013 Curriculum in Arabic teaching, how to apply the authentic assessment according to 2013 Curriculum in Arabic teaching and what problems in applying the authentic assessment according to 2013 Curriculum in Arabic teaching and the solution. Thus, this study is very important for Arabic language teachers in implementing the authentic assessment according to 2013 properly. This study is a qualitative descriptive study. The subjects in this study were Arabic teachers in class XI at State Islamic Senior High schooI 2 Bo

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Adisel, Adisel, Ria Sartika, Siti Dewi Kurniasih, Erzal Ahmad Fajar, Riki Arianda, and Tetap Junri Saleh. "Strategi Penilaian Autentik dalam Konteks Kurikulum 2013." Journal of Education and Instruction (JOEAI) 5, no. 1 (2022): 282–87. http://dx.doi.org/10.31539/joeai.v5i1.3643.

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This study aims to determine the authentic assessment strategy in the context of the 2013 curriculum. The method used is the literature study method, namely by collecting material, data and information from books, journals and articles related to authentic assessment strategies in the 2013 curriculum. Authentic Assessment strategies in the context of the 2013 Curriculum are expected to facilitate assessment planning, implementation of assessments, and reporting of student assessment results. Through the 2013 curriculum, authentic assessment becomes a serious emphasis, especially for teachers.

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Zhang, Qianqian. "Analysis on the implementation of authentic assessment in Singapore classrooms." Lecture Notes in Education Psychology and Public Media 1, no. 1 (2021): 332–40. http://dx.doi.org/10.54254/lnep.iceipi.2021231.

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In order to promote students' ability to accomplish real-world tasks, Singapore education adopts authentic assessment to develop students high-order thinking. Unlike traditional assessment, authentic assessment verifies students learning by looking at how they apply knowledge. The educational context in Singapore that is undergoing a transformation toward promoting students competency is supportive of authentic assessments development. The implementation model of the portfolio and the representative authentic assessment method are discussed to give a more detailed introduction of how authentic

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Hamdani, Haris, Ninuk Lustyantie, and Fathiaty Murtadho. "Authentic Assessment through Analytic Teams Technique in Empowering Students’ Speaking Skills." Edulitics (Education, Literature, and Linguistics) Journal 9, no. 1 (2024): 24–32. http://dx.doi.org/10.52166/edulitics.v9i1.6330.

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Learning in higher education is fundamentally an activity which is conducted in a planned and structured manner to create an environment and provide services that enable students to learn effectively. The major duty of lecturers is to organize and implement learning, as well as conduct an assessment of each content that has been taught. For that reason, this research is trying to investigate: (1) authentic assessments through analytic team technique implemented in English learning and teaching, (2) the types of authentic assessment used, (3) the teachers’ perception of the implementation of au

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Suarimbawa, Kadek Agus, A. A. I. N. Marhaeni, and GAP Suprianti. "An Analysis of Authentic Assessment Implementation Based on Curriculum 2013 in SMP Negeri 4 Singaraja." Journal of Education Research and Evaluation 1, no. 1 (2017): 38. http://dx.doi.org/10.23887/jere.v1i1.9551.

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This research aimed at (1) describing authentic assessment preparation according to Curriculum 2013 by grade seven teachers in SMP Negeri 4 Singaraja, (2) describing authentic assessment implementation according to Curriculum 2013 (3) describing obstacles experienced by teachers in implementing authentic assessment according to Curriculum 2013 This research is descriptive qualitative study. The data were gaining by study documents, observations, and interview. The result shows that (1) the conformity of authentic assessment preparation based on Curriculum 2013 by the teachers in is 53.97% whic

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Gedera, Dilani. "A Holistic Approach to Authentic Assessment." Asian Journal of Assessment in Teaching and Learning 13, no. 2 (2023): 23–34. http://dx.doi.org/10.37134/ajatel.vol13.2.3.2023.

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Authentic assessments require students to use the same skills, knowledge and attributes that they would use in a workplace context. Such assessments have positively affected the quality and depth of student learning, skills development, employability, and workplace readiness. Authentic assessments have also been heralded as a potential solution to minimise academic integrity issues caused by artificial intelligence software such as ChatGPT. Despite these benefits, substantial barriers exist to implementing authentic assessments in higher education. This article discusses the critical elements

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Ma’ruf, Ma’ruf. "TEACHER PROBLEMATICS IN AUTHENTIC ASSESSMENT IMPLEMENTATION IN 2013 CURRICULUM AT AL-MUSLIM ELEMTARY SCHOOL WARU SIDOARJO." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 1 (2019): 88. http://dx.doi.org/10.29407/jpdn.v5i1.12886.

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The purpose of this study is to describe: (1) the understanding of the AL-Muslim elementary school teacher Waru Sidoarjo about authentic assessment; (2) the problems experienced by AL-Muslim elementary school teacher Waru Sidoarjo in implementing authentic assessments; (3) efforts made by AL-Muslim elementary school teacher Waru Sidoarjo in overcoming the problems faced in implementing authentic assessments. This study uses a qualitative approach type of case study. Data collection techniques using observation, interview, and documentation techniques. The results of the study show that; (1) th

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Intan Safitri, Debby, Mudzanata Mudzanata, and Anggun Dewi Setya Putri. "The Implementation of Authentic Assessment in Thematic Learning in Elementary Schools." International Journal of Elementary Education 4, no. 2 (2020): 255. http://dx.doi.org/10.23887/ijee.v4i2.25551.

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The purpose of this study was to determine the teacher's pedagogical competence in the implementation of authentic assessment in the thematic learning of the second grade in SD Negeri (Public Elementary School) Pandeanlamper 01 Semarang. The background was due to teacher difficulty in implementing authentic assessments. The type of study was qualitative research. Data in this study were obtained through observation, interviews, and documentation. The results of this study indicate that 1) teachers and principals know about authentic assessments in thematic learning 2) teachers carry out authen

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Herda, Rozanah Katrina, Ima Widyastuti, Maria Corazon Saturnina A. Castro, and Angga Damayanto. "Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach." Tamansiswa International Journal in Education and Science 4, no. 1 (2022): 1–19. http://dx.doi.org/10.30738/tijes.v4i1.13346.

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The 21st-century EFL teachers should focus more on students’ real performance, and authentic assessments become the most suitable assessment type that demonstrates students’ knowledge to perform real-world tasks in their real and meaningful context. The objectives of this qualitative study were to reveal the teachers’ beliefs in authentic assessment and propose an authentic assessment model adapted to Gulikers et al.'s five-dimensional framework. This study involved 37 EFL teachers in Indonesia from three education levels. The data were collected through a close-ended questionnaire made online

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Hassanpour, Badiossadat, Nangkula Utaberta, N. Abdullah, Spalie, and M. Tahir. "Authentic Assessments or Standardized Assessment New Attitude to Architecture Assessment." Procedia - Social and Behavioral Sciences 15 (2011): 3590–95. http://dx.doi.org/10.1016/j.sbspro.2011.04.340.

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Palupiningsih, Angesti. "AUTHENTIC ASSESSMENTS ON STUDENTS’ SPEAKING MOTIVATION IN ENGLISH FOR TOURISM OF AMBARUKMO TOURISM INSTITUTE OF YOGYAKARTA." Kepariwisataan: Jurnal Ilmiah 12, no. 02 (2018): 13–24. http://dx.doi.org/10.47256/kepariwisataan.v12i02.84.

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This research aims at (1) revealing the differences of motivation between the students who are assessed using authentic assessment and those who are not in the English speaking practices and 2) trying out whether or not authentic assessment is more effective than non authentic assessment on the students’ motivation to deal with English speaking practices of Ambarrukmo Tourism Institute. This study was a quasi-experimental study using nonequivalent with one control group and one experimental group design. The data collecting instruments was a questionnaire for students’ motivation measurement.

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Gupta, Shalini. "Authentic Assessment in Medicine." Journal of Postgraduate Medicine, Education and Research 53, no. 1 (2019): 42–44. http://dx.doi.org/10.5005/jp-journals-10028-1311.

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Howell, Kenneth W., Susan S. Bigelow, Elizabeth L. Moore, and Ange M. Evoy. "Bias in Authentic Assessment." Diagnostique 19, no. 1 (1993): 387–400. http://dx.doi.org/10.1177/153450849301900105.

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Stanford, Pokey, and James A. Siders. "Authentic Assessment for Intervention." Intervention in School and Clinic 36, no. 3 (2001): 163–67. http://dx.doi.org/10.1177/105345120103600305.

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Ruggieri, Colleen A., and Rick Wormeli. "Authentic Assessment in Action." English Journal 96, no. 4 (2007): 111. http://dx.doi.org/10.2307/30047178.

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Nurhadijah, Nurhadijah, Misykat Malik Ibrahim, Saprin Saprin, and Muhammad Arif. "THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT ON AKIDAH AKHLAK SUBJECT OF THE 5th GRADE IN MIS MAKKARAENG MAROS." Jurnal Diskursus Islam 10, no. 3 (2022): 395–413. http://dx.doi.org/10.24252/jdi.v10i3.33645.

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This study aims to describe the implementation of authentic assessment in Akidah Akhlak subject. Sub problem, i.e., 1). How is the authentic assessment process on the 5th grade of Akidah Akhlak subject at MIS Makkaraeng Maros? 2). How are the authentic assessment results on the 5th grade of Akidah Akhlak subject at MIS Makkaraeng Maros?? This type of research is descriptive qualitative research—the data collection is from two primary and secondary sources. The research method used interviews, observation, and documentation, while the data analysis techniques consisted of data reduction, presen

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Ayu Sundari and Sabarun. "The Implementation Of Authentic Assessment In English Language Teaching." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 1, no. 2 (2023): 83–88. http://dx.doi.org/10.59435/jipnas.v1i2.70.

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This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a c

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Theo Fanny Lumbanbatu, Grace, Faiza Arsila, Lince Marwiyah Tanjung, Putri Sadaria Simangunsong, and Laurensia M. Perangin-Angin. "Analisis Kesulitan Guru dalam Melaksanakan Penilaian Autentik pada Kurikulum 2013 di SDN 104208 Cinta Rakyat." Jurnal Pendidikan Indonesia 3, no. 5 (2022): 398–405. http://dx.doi.org/10.36418/japendi.v3i5.777.

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Along with the implementation of the 2013 curriculum, many changes occurred in the learning components, especially in the assessment system, which in the 2013 curriculum is known as authentic assessment. Authentic assessment emphasizes activity-based learning that covers aspects of attitude, cognitive and psychomotor. The implementation of authentic assessments in the field is still not running as it should. There are still many teachers who have difficulty in carrying out authentic assessments in schools due to several factors. This study aims to describe the difficulties of teachers in carry

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Theo Fanny Lumbanbatu, Grace, Faiza Arsila, Lince Marwiyah Tanjung, Putri Sadaria Simangunsong, and Laurensia M. Perangin-Angin. "Analisis Kesulitan Guru dalam Melaksanakan Penilaian Autentik pada Kurikulum 2013 di SDN 104208 Cinta Rakyat." Jurnal Pendidikan Indonesia 3, no. 05 (2022): 398–405. http://dx.doi.org/10.59141/japendi.v3i05.777.

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Along with the implementation of the 2013 curriculum, many changes occurred in the learning components, especially in the assessment system, which in the 2013 curriculum is known as authentic assessment. Authentic assessment emphasizes activity-based learning that covers aspects of attitude, cognitive and psychomotor. The implementation of authentic assessments in the field is still not running as it should. There are still many teachers who have difficulty in carrying out authentic assessments in schools due to several factors. This study aims to describe the difficulties of teachers in carry

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Divanda, Agita Dio, Sarwiji Suwandi, and Sri Hastuti. "IMPLEMENTASI PENILAIAN AUTENTIK DALAM KURIKULUM 2013 PADA PEMBELAJARAN BAHASA INDONESIA (STUDI KASUS DI SMA NEGERI 1 GEMOLONG)." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 6, no. 2 (2019): 1. http://dx.doi.org/10.20961/basastra.v6i2.37659.

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<em>This research is a case study research aims. Data sources include events, informants, and documents. Research subjects are Indonesian language teachers, Vice Principals of Curriculum, andstudents of SMA N 1 Gemolong. Technique of research subject taken by purposive sampling technique. Technique of data collecting done by observation, interview, and document analysis. The technique of data validity test is done by triangulation of source and triangulation method. Data analysis techniques use interactive analysis techniques.The results of this study are descriptions of: (1) the plannin

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Putri, Indah Desmi, Adisel Adisel, Dwi Permata Sari, Anes Novera, and Nurhaq Albab. "Problematika dalam Implementasi Penilaian Autentik pada Kurikulum 2013." Journal of Education and Instruction (JOEAI) 5, no. 1 (2022): 140–47. http://dx.doi.org/10.31539/joeai.v5i1.3410.

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The purpose of this study was to find out the problems in the implementation of authentic assessment in the 2013 curriculum at SMPN 7 Bengkulu City. This type of research uses a qualitative descriptive method with a case study approach. In data analysis, the data obtained were then collected and analyzed descriptively. The results of the study illustrate that, generally in the application of authentic assessment teachers are faced with internal and external problems so that authentic assessments carried out by teachers cannot run well. In conclusion, therefore the teacher tries to apply authen

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Ortega, Diego P., and Olga E. Minchala. "Assessing Students in an Authentic and Ongoing Manner in the English Classroom." Theory and Practice in Language Studies 7, no. 3 (2017): 159. http://dx.doi.org/10.17507/tpls.0703.01.

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These days, assessment has a central role in the teaching-learning process of different subjects. Teachers are expected to shift away from traditional, dominant testing procedures and employ authentic, genuine assessment practices in today’s education. When authentic assessments are incorporated into the classroom, teachers are more likely to obtain a more complete picture of what their (language) students know and can do over the course of instruction. Thus it is imperative to get a solid understanding of Performance-Based Assessment (PBA) and Formative Assessment, as the application of these

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Habibi, Mukhlas, Fina Aulika Lestari, and Yusmicha Ulya Afif. "Implementasi Penilaian Autentik Kurikulum 2013 Pada Mata Pelajaran PAI dan Budi Pekerti di SDN 1 Bangunrejo Ponorogo." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (2021): 833–52. http://dx.doi.org/10.37680/qalamuna.v13i2.1114.

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Assessment is an important part of education, because with the assessment educators can see the extent to which the success of the learning process and the abilities of students. There are various types of assessments to measure students' abilities, in the 2013 curriculum there is an assessment model called authentic assessment. Authentic assessment is a comprehensive assessment that not only assesses students' cognitive mastery, but also assesses affective and psychomotor mastery. Educators who conduct authentic assessments of students will get the right assessment results, but sometimes ther

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Nopitasari, Nopitasari. "Analysis of the Application of Observation in Thematic Learning in Class IV Elementary School." Tekno - Pedagogi : Jurnal Teknologi Pendidikan 11, no. 1 (2021): 20–25. http://dx.doi.org/10.22437/teknopedagogi.v11i1.32708.

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This study investigates the effect of implementing authentic assessment on student learning activities and outcomes in the context of elementary school history education. The research design involved an experimental approach, with one group receiving authentic assessment and another group receiving conventional assessment. Participants were fifth-grade students from a specific school. Data collection methods included pre-test and post-test assessments, observation of student activities during lessons, and a questionnaire to gauge student attitudes toward the learning process. The findings reve

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Lestari, Lestari. "The Effect of Implementing Authentic Assessment on Student Learning Activities and Outcomes." Tekno - Pedagogi : Jurnal Teknologi Pendidikan 11, no. 1 (2021): 14–19. http://dx.doi.org/10.22437/teknopedagogi.v11i1.32705.

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This study investigates the effect of implementing authentic assessment on student learning activities and outcomes in the context of elementary school history education. The research design involved an experimental approach, with one group receiving authentic assessment and another group receiving conventional assessment. Participants were fifth-grade students from a specific school. Data collection methods included pre-test and post-test assessments, observation of student activities during lessons, and a questionnaire to gauge student attitudes toward the learning process. The findings reve

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Stover, Katie, Karen D. Wood, Erin Donovan, Jeanne R. Paratore, and Rachel McCormack. "A Tale of Two Authentic Assessment Tools." Voices from the Middle 21, no. 2 (2013): 26–35. http://dx.doi.org/10.58680/vm201324463.

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With the pressures of high-stakes assessments in today's classrooms, it is not uncommon to find practices such as teaching-to-the-test and skill and drill. When only relying on traditional models of assessment that emphasize recall of facts and fixed responses, few opportunities exist to link instruction with student performance. Instead, ongoing authentic assessments allow students to demonstrate their knowledge in meaningful ways and help teachers make instructional decisions to foster continued student growth. This article describes and illustrates two alternative approaches to high-stakes

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Umam, Amalul, Movi Riana Rahmawanti, Alan Jaelani, and Lilis Lisdawati. "DOES AUTHENTIC ASSESSMENT PROMOTE CRITICAL THINKING? EXPERIENCE OF TWO EFL TEACHERS IN INDONESIA." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 1 (2024): 155–70. https://doi.org/10.26618/exposure.v13i1.12993.

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This study investigated the impact of authentic assessment on students' critical thinking in English classes. The study targeted two English teachers who had experience using authentic assessment in their classrooms. Data was collected through observation, in-depth interviews, focus group discussions, and documentation. The findings of the study showed that authentic assessment had a positive impact on students' critical thinking. Students who participated in authentic assessments were more motivated to learn, were better able to apply their English skills in a real-world context and were more

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Dani, Mulia. "Pengembangan Authentic Assessment Kurikulum 2013 pada Pembelajaran Pendidikan Agama Islam." ISLAMIKA 4, no. 3 (2022): 299–315. http://dx.doi.org/10.36088/islamika.v4i3.1892.

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In the 2013 curriculum the assessment used is an authentic assessment. Authentic assessment is defined as the process carried out by teachers to find and gather facts about the achievement and development of learning by learners by using various techniques to prove, demonstrate and express accurately that they have truly understood and achieved learning goals. Authentic assessment aims to see improvements and can analyze the weaknesses and constraints experienced by learners in learning. The assessment conducted by the teacher serves to see and analyze the obstacles faced by learners so that t

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Imamuddin, M. "PELAKSANAAN PENILAIAN AUTENTIK DI MADRASAH (STUDI PADA GURU MATEMATIKA DI MADRASAH TSANAWIYAN NEGERI 2 BUKITTINGGI)." re-JIEM (Research Journal of Islamic Education Management) 5, no. 1 (2022): 1–12. http://dx.doi.org/10.19105/re-jiem.v5i1.6205.

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The 2013 curriculum emphasizes teachers to carry out authentic assessments. Authentic assessment is an assessment that is actually carried out on students. The implementation of this authentic assessment emphasizes the process rather than the results. It is very important for teachers to carry out authentic assessments in the classroom and outside the classroom to students in order to know the progress of student learning. This study aims to analyze the obstacles and solutions of Madrasah mathematics teachers in the implementation of authentic assessments. This research was conducted at Madras

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Abyena Hafza, Isal Salbila, Karfika Suci Ramadani, and Risma Handayani. "Analisis Kesulitan Pendidik Dalam Mengimplementasikan Penilaian Autentik Kurikulum 2013 Di SD PAB 12 Sampali." Jurnal Sadewa : Publikasi Ilmu Pendidikan, pembelajaran dan Ilmu Sosial 2, no. 1 (2024): 315–20. http://dx.doi.org/10.61132/sadewa.v2i1.532.

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In 2013 the 2013 Curriculum was implemented which changed the assessment of students both in terms of knowledge, attitudes and skills. One of the focuses of the 2013 curriculum is authentic assessment. Based on the results of observations and interviews that researchers conducted with several teachers, many teachers experienced difficulties in conducting authentic assessments in the 2013 curriculum, namely teachers felt that Authentic Assessment was too complicated because there were too many aspects to be assessed. The purpose of this study is to analyze the difficulties of teachers in implem

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Jaelani, Alan, and Amalul Umam. "Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration." JEES (Journal of English Educators Society) 6, no. 1 (2021): 171–77. http://dx.doi.org/10.21070/jees.v6i1.829.

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Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-E

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Irawan, Andri. "AUTHENTIC ASSESSMENT MODEL FOR INDEPENDENT CURRICULUM DIRECTIONS." Al - Mujaddid: Jurnal Ilmu-ilmu Agama 6, no. 1 (2024): 09–20. https://doi.org/10.51482/almujaddid.v6i1.86.

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The aim of writing this article is to examine and examine the authentic assessment model towards the independent curriculum. Authentic assessment as an important instrument in developing evaluation which is stated in the 2013 Education Unit Level Curriculum and Curriculum, is interesting to study and analyze as a reference in evaluating learning in the Independent Curriculum. This research is a type of literature review. In collecting data, the author took references from various journals, papers, online articles and so on from sources that are appropriate to the topic of this article. This re

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Bahrudin, Febrian Alwan, and Stevany Afrizal. "IMPLEMENTASI PENILAIAN AUTENTIK BERBASIS KURIKULUM 2013 DALAM MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 4, no. 1 (2021): 62–81. http://dx.doi.org/10.47080/propatria.v4i1.1108.

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ABSTRACT  This research examines Authentic Assessment Based on Curriculum 2013 in Pancasila and Citizenship Education Subject where is located at Senior High School (SMA) Negeri 15 Pandeglang Banten. The objective of this research is to determine the implementation of authentic assessment based on curriculum 2013 in Pancasila and Citizenship Education subject which consist of cognitive, affective, and psychomotor assessments. In this research, the writer uses qualitative approach and descriptive method. The results indicate that authentic assessment in the Cognitive Aspect can be d

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Cahya Yuana. "PENDEKATAN PENILAIAN AUTENTIK UNTUK PEMBELAJARAN SENI BUDAYA." Jurnal Pendidikan Seni dan Industri Kreatif: Sendikraf 1, no. 1 (2024): 29–40. http://dx.doi.org/10.70571/psik.v1i1.94.

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Authentic assessment is currently an issue in learning. The purpose of authentic assessment is to get a portrait of the factual competence of students. Therefore, authentic assessment is very important. Some research results indicate that many teachers reluctantly employ authentic assessments. The most often mentioned argument is due to the burdensome responsibilities of the teachers and the limited time they have. The current study attempts to affirm what authentic assessment is and how it is employed in the assessment of students’ learning in arts and culture as a subject at schools. Along w

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Wilson-Mah, Rebecca. "A Study of Authentic Assessment in an Internship Course." Papers on Postsecondary Learning and Teaching 3 (April 4, 2019): 65–73. http://dx.doi.org/10.55016/ojs/pplt.v3y2019.53345.

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Internship courses are an active and applied opportunity to integrate educational learning programs and courses within practice settings. Individual learners in internship courses have different work internship placements and they start a unique professional and practice journey. How can this authentic learning environment be supported with authentic assessment? What assessments are suitable for internship courses? This study explores authentic assessment concepts and the practice of internship assessment in a graduate internship course in international and intercultural communications. Studen

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최신일. "Assessment of Moral Education as Authentic Assessment." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 41 (2013): 315–42. http://dx.doi.org/10.17282/ethics.2013..41.315.

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Maulidah Furqoby, Alfan Hariri, and Achmad Anang Darmawan. "HYBRID LEARNING AUTHENTIC ASSESSMENT: TEACHER PRACTICE AND CHALLENGE." Journal of English Language Teaching and Islamic Integration 7, no. 2 (2024): 117–35. http://dx.doi.org/10.62426/jeltii.v7i2.4.

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The changing of teaching learning process also changes the way how teachers assess their students. Therefore, online authentic assessment is considered more suitable for assessing students. This research is aimed to identify teacher’s way in implementing authentic assessments during online classroom and the challenges may be faced. This research used qualitative approach to find out the implementation of authentic assessment and the challenges during online learning by observing and interviewing the teacher. The study found out that teacher used performance assessment in assessing student’s sp

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Neely, Pat, and Jan Tucker. "Using Business Simulations As Authentic Assessment Tools." American Journal of Business Education (AJBE) 5, no. 4 (2012): 449–56. http://dx.doi.org/10.19030/ajbe.v5i4.7122.

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New modalities for assessing student learning exist as a result of advances in computer technology. Conventional measurement practices have been transformed into computer based testing. Although current testing replicates assessment processes used in college classrooms, a greater opportunity exists to use computer technology to create authentic assessments. Assessments that mirror real world scenarios and often teach and enhance skill building while measuring student achievement. This case study examines the evaluation of business simulations as authentic assessment instruments using the five

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Suen, Hoi K., Brian Sonak, Dawn Zimmaro, and Dennis M. Roberts. "Concept MAP as Scaffolding for Authentic Assessment." Psychological Reports 81, no. 3 (1997): 734. http://dx.doi.org/10.2466/pr0.1997.81.3.734.

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