makalah asesmen otentik versi inggris

A. Preliminary In education, the assessment should be based on our knowledge about learning and about how developing competency in the subject matter we teach. This is a very clear need to make an assessment in which educators can use it to improve the educational activities and monitor learning outcomes and teaching complex. Of several studies found that teachers teach to provide skills for students to learn and practice how to apply the knowledge and skills to the real purpose and clear. Performance assessments ranging from relatively short answer to the long term projects that require students to demonstrate their work, and this requires the participation of higher order thinking skills of students to bring together several different. In a comprehensive assessment system, after all is supposed there is a balance between performance appraisal is shorter and also longer. Assessment can be used to see the success of the teaching is done as a reference in making the activities/programs in order to develop new skills and knowledge of the students and also the teachers, as well as an ingredient in making a thought being given to policies. Learning outcomes assessment conducted by educators and education unit is an internal assessment, while the government's assessment is an assessment conducted by an external. Classroom assessment is an internal assessment conducted by educators in this regard on behalf of the class teacher in the educational unit to assess the competence of learners at the time and the end of the lesson. Learning outcomes assessment system implemented in the school curriculum is an authentic assessment system or better known as authentic assessment. Authentic assessment is to be understood in depth by the teachers to remember that every measurement of competence of learners is not enough just to objective tests, because the tests do not show all the students mastered the competencies. Authentic assessment is an assessment that is directly meaningful, in the sense that what is assessed is is something that is really required of students in real life everyday. B. Definition of Authentic Assessment Authentic assessment is an evaluation process that involves various forms of performance measurement to reflect student learning, achievement, motivation, and attitudes relevant to the learning activities (American Librabry Association, In Syofiana, 2010). In line with this opinion, O'malley and Pierce (In Anonymous, tt) say that is a form of authentic assessment of student learning assessment shows that the form of achievement, motivation, and relevant attitude in class activities. Meanwhile, according to the Newton Public Schools (In Syofiana, 2010) Authentic assessment is the rating of products and performance related to real life experiences of the learners. Based on some notion of authentic assessment that have been raised by experts in the above it can be concluded that authentic assessment is an evaluation process that involves various forms of measurement in the form of products and performance that reflect student learning, achievement, achievement, motivation, and attitudes learners in relevant activities in the classroom. Authentic assessment gives students a set of tasks that reflect the priorities and challenges found in teaching activities: conducting research and writing, revising and discussing the article; give oral analysis of the latest political events; collaborate with other students through debates, and so on. Through authentic assessment, students are more engaged in the task and the teacher can be more confident that the assessment is that it provides meaningful and relevant (Wiggins, In Syofiana, 2010). Authentic assessment is often described as the assessment of the development of learners, as it focuses on developing their ability to learn how to learn about the subject. Authentic assessment should be able to describe the attitudes, skills, and knowledge of what is or is not owned by the students, how they apply their knowledge, in terms of what they have or have not been able to implement the acquisition of learning, and so on. On that basis, the teacher can identify what material is to be continued and to matter what remedial action should be done anyway. Therefore authentic assessment should be an integral part of teaching, assessment and thus not used merely as a tool to collect data, as in the old paradigm, but also to influence teaching. This requires the implementation and development of a scoring function to measure the productivity of students, their achievement in learning mathematical thinking skills to get the results that are meaningful to the students. Authentic assessment have the same basic character of the teaching, which is useful for teachers to improve instruction. In authentic assessment is expected the students to formulate problems, think of solutions, and interpret the results. C. The Properties and Benefits of Authentic Assessment Authentic assessment is an evaluation process that involves various forms of measurement in the form of products and performance that reflect student learning, achievement, achievement, motivation, and attitudes of students in relevant activities in the classroom. Hence authentic assessment considered able to better measure the overall learning outcomes of students because these assessments evaluate the progress of learning is not simply the result but also the process and in many different ways. In other words, the assessment system would be more fair to students as learners, because Rizfadli, 2009). Gulikers, Bastiaens & Kirschner (In Rizfsdli, 2009) explains that authentic assessment requires students to use the same competencies or combine the knowledge, skills, and attitudes that they can apply the criterion situation in professional life. Exposure based on the authentic assessment requires student centered learning because learning is student actors. Authentic assessment has several properties and benefits for learners pesrta. As for the properties owned by the authentic assessment are as follows. a) The competency based assessment that is capable of monitoring the competence of students b) Individual, can directly measure the ability of an individual c) student centered, as planned, conducted and evaluated by the students themselves, optimally reveal individual advantages and also disadvantages d) There is a structured and open ended, the completion of authentic tasks is not uniformed and classical. The resulting performance is also not to be the same between individuals in a group or class. e) Integrated with the learning process, so that students are not always in a stressful test situation f) Sustainable, therefore, the assessment should be carried out directly during the learning process. The following are the benefits of authentic assessment to learners. In this case the benefits of authentic assessment for students is as follows. a) Demonstrate a complete understanding of how well the academic material b) Demonstrate and reinforce competencies such as information collection, utilization and handling technology pemikaran systematic c) Linking learning with their experiences, their world and the wider community d) Increasing high thinking skills such as analysis, synthesis, identification of problems, find solutions, and follow the causal relationship e) Accept responsibility and making choices. f) Connect them with others, including collaborating in the task of g) Learning to evaluate their own level of performance. D. Types of Authentic Assessment a) Performance Assessment Performance assessment is a procedure that uses various forms of tasks to obtain information about what and how far he has done in a program (Dantes, 2008). Monitoring is based on performance is shown in completing a given task or problem. The results are an outcome of the performance. Performance assessment is in the process of product search. That is, the results of the work shown in the process of implementing the program is used as a base to do some monitoring of the progress of the achievement of the program. There are three main components in the performance assessment, the task performance, the rubric of performance, and the method of evaluation (scoring guide). Performance task is a task that contains the topic, the standard task, the task description, and task completion conditions. Performance rubric is a rubric that contains the components of an ideal performance, and descriptors of each component. Performance assessment, there are three ways, namely (1) holistic scoring, the scoring is based on the general impression of the quality assessor performance, (2) analytic scoring, the scoring of the aspects that contribute to a performance, and (3) primary traits scoring, the scoring is based on several dominant elements of a performance. Examples of performance assessment The following are examples of performance assessment in the assessment technique using a microscope with a check list list. No. Aspects of Assessment Scale yes not 1 Bringing microscope properly 2 Using a magnification lens with a small advance 3 Set lighting 4 Installing preparations 5 Focusing shadow objects Examples of performance assessment with grading scale Factors/ Characteristics Score 1 2 3 4 5 Work Goal Quality Work Discipline Initiative Responsibilities Performance scores (average) b) Product Assessment Assessment of students' work (Product Assessment) is an assessment of the student's skills in making a particular object product and the product quality. Product assessment includes assessing learners' ability to make the products of technology and art, such as : food, clothing, works of art (sculpture, painting, drawing), goods made of wood, ceramic, plastic, and metal. So the assessment of students' work is an assessment of the student's skills in making a particular object product and the product quality. Teachers must understand the purpose of performance assessment in order to avoid mistakes in drafting lattice assessment instrument. Performance assessments used for teacher : • Assess student mastery of skills necessary before learning the next skill. • Assess the level of competency that is controlled by the students at the end of each level/ grade in vocational schools. • Assess the skills of students who will enter vocational education institutions. Product development includes three (3) stages and each stage of the assessment needs to be held : • The preparation stage, include : assessment and planning abilities of learners, explore, and develop ideas, and designing products. • Stage of product (process), include : assessment of the ability of learners in the selection and use of materials, tools, and techniques. • Phase product assessment (appraisal), include : assessment of learners products produced according to the criteria specified. The three phases that must be considered is the planning or design phase, the production phase, and the final stage. All must be done by the students though they are of a different, but all of it is a coherent process. Since it is a three stage process is coherent, then the teacher may make an assessment of the student's ability in selecting engineering work at the production stage and at the final stage. Teachers manage a student's work and records the results of a systematic assessment by considering specification the following tasks: • Limitation planning/ peranncangan. Limits are given to help students to focus on the work process. In addition to the restrictions necessary to facilitate teachers assess the skills and competencies that are measured in the task. • Detailing the steps that must be done to facilitate teachers assess the skills or competencies measured in that task. • Detailing the steps that must be done in making the students work. It can help students to focus on the steps that will be assessed. • Establish clear criteria for assessment. Details about aspects of Competency, step, the quality of which will need to be written down explicitly assessed with nilaianya. Examples of product assessment I Event titlle : Making Water Rocket Subject : Natural science Class : VIII/I SK : Understanding the role of business, style and energy in daily life KD : Applying Newton's law to explain the events of everyday life Name of students : ______________________________ class : ______________________________ time of observation : ______________________________ No Observed Aspects Score Total Score 3 2 1 1. Components used √ 3 2. Cluster tool √ 2 3. Aesthetics √ 2 4. product trials √ 2 Total score achieved 9 The maximum score number 12 Examples of product assessment II Product Name : Time allocation : Learners name : Class / SMT : No. Stages Score 1 – 5 )* 1 Material Planning Phase 2 Stage Process a. Preparation Tools and Materials b. Processing techniques c. K3 (work Safety, Security and Cleanliness) . 3 Final Stage (Results Product) a. Physical Form b. innovation Total Score c) Portfolio Assessment Portfolio is a collection of artifacts (evidence of work/activity/data) as proof (evidence) which shows the progress and achievement of a program. The use of portfolios in the evaluation program is long done, especially in language education (Dantes, 2008). Lately, with the orientation of the competency based curriculum, assessment portfolio to be excellent in the classroom based assessment. It should be understood that a portfolio (usually placed in the folder) is not merely a collection of evidence that is not meaningful. Portfolios should be prepared based on the goal. Wyatt and Looper (In Dantes, 2008) mentions, based on the goal of a portfolio can be a developmental portfolio, bestwork portfolio, and portfolio showcase. Developmental portfolio arranged in such a way in accordance with the steps chronological developments. Therefore, when a recording of the resulting artifacts become very important, so that the development of the program can be seen clearly. Bestwork portfolio is a portfolio of the best work. The best work selected by the portfolio owner and given the reason. Best work can be more than one. Showcase portfolio is a portfolio that is more used for display purposes, as a result of a particular performance. How portfolio assessment to help monitor the achievement of competence? Portfolio assessment is a comprehensive assessment approach because: (1) may include cognitive, affective, and psychomotor together, (2) oriented both on the process and product of learning, and (3) to facilitate the learners’interest and progress in individual. Portfolio assessment is done by using the steps as follows. Teachers describe briefly the essence of portfolio assessment. • Teacher or the teacher with the students determine the type of portfolio that will be created. • Learners, either alone or in groups, independently or under the guidance of teachers learning to develop their portfolio. • Teachers collect and store student portfolios in the appropriate place, with a record date of collection. • Teachers assess student portfolios with specific criteria. • If possible, the teacher with the students to discuss with documents generated portfolio. • Teachers give feedback to learners on the assessment portfolio. Assessment of the portfolio contains three main elements, namely: (1) sample work of students, (2) self evaluation, and (3) a clear assessment criteria and open. d) Project Assessment Project assessment is the assessment of the tasks to be completed by students by period/time. Completion of a task is an investigation conducted by the students, ranging from planning, data collection, organization, processing, analysis, and presentation of data. Thus, the project appraisal in touch with aspects of understanding, applying, investigation, and others. During work on a project learning, students have the opportunity to apply the attitudes, skills, and knowledge. Therefore, in any assessment of the project, there are at least three issues that require special attention from the teacher. • Skills learners in selecting a topic, searching and collecting data, processing and analyzing, give meaning to the information obtained, and write reports. • Suitability or relevance to the development of learning materials attitudes, skills and knowledge required by learners. • originalities the authenticity of a learning project undertaken or produced by learners. Assessment of the project focuses on the planning, execution, project andproducts. In this connection a series of activities to be done by teachers include the drafting and assessment instruments, data collection, data analysis, and report penyiapkan. Project assessment instruments can use checklists, rating scales, or narrative. The assessment report can be contained in the form of posters or writing. The end product of a project is very likely require a special assessment. Product assessment of a project intended to assess the quality and form of the final result in a holistic and analytic. Product assessment shall include an assessment of the ability of learners produce products, such as food, clothing, works of art (drawing, painting, sculpture, etc.), items made of wood, paper, leather, ceramics, rubber, plastics, and work analytically logam.Penilaian refer to all of the criteria that must be met in order to produce a particular product. Holistic assessment refers to the appreciation or overall impression of the product produced. Examples of project assessment I Subjects : Project Name : Time allocation : Teacher Advisor : Name : NIS : class : No. Aspects Score(1 - 5) 1 PLANNING: a. Preparation b. formulation Title 2 IMPLEMENTATION: a. systematics Writing b. The accuracy of Sources of Data / Information c. Quantity Data Sources d. Data analysis e. Conclusion withdrawal 3 PROJECT REPORT: a. Performance b. Presentation / Mastery Total Score Examples of project assessment II Contoh penilaian proyek No Aspect Score 1 2 3 4 5 1 planning: a. preparation b. formulation of title 2 implementation a. systematics of writing b. The accuracy of source data / information c. Quantity of data sources d. analysis of the data e. conclusion 3 project report a. performance b. Presentation and mastery Total score With the example table above, from the point aspects assessed and adapted to the conditions of student projects. While the column scores, students were given scores according to the accuracy and completeness of the results of the student project with sebelumnyadipersipakan advance by the teacher. The higher the score obtained, the better the results of projects undertaken by students. Then, as the points will be assessed by the gur has been prepared, the next is krtteria-criteria designed an assessment of each point to be in the crosshairs by the teacher. An example is as follows: Rubric Project Completion Components are assessed Criteria Score Topics Appropriate learning materials, original, contextual 5 Appropriate learning materials, original, not contextual 4 Appropriate learning materials, unoriginal, contextual 3 Appropriate learning material, not original, not contextual 2 Not suitable learning material, not original, not contextual 1 Diagram Project Reflect the relationship, there is a chance discovery 5 Reflect the relationship, there is no chance of discovery 4 Less reflects the relationship, there is a chance discovery 3 Less reflects the relationship, there is a chance discovery 2 Not making the diagram 1 Stages of the Complete, systematic, methodological 5 Complete, less systematic, methodological 4 Complete, systematic, less methodologically 3 Complete, less systematic, less methodologically 2 Less complete, less systematic, less methodologically 1 Monitoring Appropriate stages of the project, a clear timetable, no progress sheets 5 Appropriate stages of the project, the schedule is clear, no progress sheets 4 Appropriate stages of the project, the schedule is not clear, no progress sheets 3 Appropriate stages of the project, the schedule is not clear, there is no progress sheets 2 Not appropriate stages of the project 1 e) Self Evaluation Self evaluation is a way to look inside yourself. Through self evaluation of learners can see advantages and disadvantages, to further the goal of improvement this deficiency (improvement goal). Thus, the students more responsible for the process and achievement of learning goals (Rolheiser and Ross, In Dantes, 2008). Rolheiser and Ross (In Dantes, 2008) propose a theoretical model to demonstrate the contribution of self evaluation on the achievement of goals. The model emphasizes that, when evaluating its performance alone, the students are encouraged to set higher goals. To that end, students should do more effort. The combination of this effort to determine goals and achievement; subsequently these achievements resulted in the assessment of the self (self judgment) through contemplation like the question,’Is my goal has been achieved’? That places the reaction such as’How do I feel from this achievement?’ Self evaluation is an element of metacognition that was instrumental in the learning process. Therefore, in order to be effective evaluation, there are four steps in practicing self evaluation, namely: (1) involve all components in determining the assessment criteria, (2) ensure that all learners know how to use these criteria to assess its performance, (3) provide feedback to them based on the results of his evaluation, and (4) direct them to develop their own goals and work plans next. For the first step, which is determining the assessment criteria. Teacher invites students to jointly establish assessment criteria. Meeting in the form of socialization and learning objectives is appropriate brainstorming. This criterion is equipped with how to achieve it. In other words, the assessment criteria are the product, while the process of achieving these criteria monitored by using a self evaluation checklist. How to develop assessment criteria with developing assessment rubrics in performance assessments. Self evaluation checklist was developed based on the nature of the goals and how to achieve it. E. Conclusion Classroom assessment is an internal assessment conducted by educators in this regard on behalf of the class teacher in the educational unit to assess the competence of learners at the time and the end of the lesson. Learning outcomes assessment system implemented in the school curriculum is an authentic assessment system or better known as authentic assessment. Authentic assessment is an evaluation process that involves various forms of measurement yaang the form of products and performance that reflect student learning, achievement, achievement, motivation, and attitudes of students in relevant activities in the classroom. Authentic assessment has several properties and benefits for learners in its implementation in the classroom. As for the types of authentic assessment, the assessment of performance, essay, portfolio assessment, project assessment, and self evaluation. DAFTAR PUSTAKA Anonim. tt. Penilaian Otentik | Kajian Sosiolinguistik: Kajian Teoretis dan Praktis. Tersedia pada: http://wordpress.com/evaluasi pembelajaran bahasa/penilaian otentik/. diakses pada tanggal 24 Oktoberber 2013 Anonim. 2013. Penilaian Autentik pada Proses dan Hasil Belajar. Tersedia pada http://rofiquez.wordpress.com/2013/07/04/penilaian-autentik-pada-proses-dan-hasil-belajar/. Diunduh tanggal 1 Oktober 2013 Dantes, Nyoman. 2008. Hakikat Asesmen Otentik Sebagai Penilaian Proses Dan Produk Dalam Pembelajaran Yang Berbasis Kompetensi. Singaraja: Universitas Pendidikan Ganesha Rizfadli. 2009. Asesmen Otentik. Tersedia pada: http://rizfadli.blogspot.com/2009/12/asesmen otentik.html. diakses pada tanggal 24 Oktoberber 2013 Syofiana. Mardiah. 2010. Autentik Asesmen. Tersedia pada: http://sofya6.blogspot.com/2010/11/autentik asesmen.html. diakses pada tanggal 24 Oktoberber 2013