authentic assessment

  • Effectiveness of the AA “4C” Authentic Assessment Model: A Single-Case-Research (SCR)

    Author: Badrun Kartowagiran
    Institution: Universitas Negeri Yogyakarta
    Author: Samsul Hadi
    Institution: Universitas Negeri
    Author: Nur Wahyumiani
    Institution: Universitas PGRI Yogyakarta
    Author: Fitri Alfarisa
    Institution: Universitas Pendidikan Indonesia
    Author: Widowati Pusporini
    Institution: Universitas Sarjana wiyata Tamansiswa Yogyakarta
    Year of publication: 2019
    Source: Show
    Pages: 200-209
    DOI Address: https://doi.org/10.15804/tner.19.57.3.16
    PDF: tner/201903/tner5716.pdf

    The purpose of this study is to show the effectiveness of the AA “4C” model in increasing teachers’ abilities. The study is a Single Case Research using the ABABA design. The subject of the study was a natural-science teacher. Results of the observation conducted continuously by three observers show that each of the teacher’s ability items improves from the first condition, to the second condition, and to the third condition. This finding is supported by the results of the Manova technique showing that the AA “4C” model is shown to be effective in improving teachers’ abilities in conducting authentic assessment.

  • Living Values-Based Authentic Assessment in Civic Education in Fostering Student Character

    Author: Kokom Komalasari
    Institution: Indonesia University of Education
    Author: Didin Saripudin
    Institution: Indonesia University of Education
    Year of publication: 2020
    Source: Show
    Pages: 168-180
    DOI Address: https://doi.org/10.15804/tner.20.61.3.13
    PDF: tner/202003/tner6113.pdf

    This study seeks to delineate a living values-based authentic assessment model in civic education to foster student character. A research and development design was adopted, with the subjects being high school students in Bandung City and West Bandung Regency, Indonesia. Conceptually, a living values-based authentic assessment is one that amalgamates living values and living values education principles into civic education learning assessments by taking into account the principles of authentic assessment, the core and basic competencies in the curriculum, the main characteristics in the educational program for strengthening character, principles for writing questions based on higher-order thinking skills, and principles for preparing assessments. The types of authentic assessment developed herein are attitude assessment and self-assessment. Based on the results of the validation of experts and practitioners, it is found that the majority (82.84%) rated the authentic assessment instruments as good.

  • The Effect of Living Values-Based Authentic Assessment on Character Development of High School Student

    Author: Kokom Komalasari
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-6370-5639
    Author: Iim Siti Masyitoh
    Institution: Universitas Pendidikan Indonesia
    ORCID: https://orcid.org/0000-0001-5038-2076
    Year of publication: 2022
    Source: Show
    Pages: 102-113
    DOI Address: https://doi.org/10.15804/tner.22.67.1.08
    PDF: tner/202201/tner6708.pdf

    This study seeks to: 1) to generate a product of a living values-based authentic assessment model in civic learning in high school; 2) to test the effectiveness of the model on the character development of students. Research and Development design was employed. Data were collected through questionnaires, attitude scales, interviews, and focus group discussions. An interactive analysis model, quantitative descriptive, and the two-difference test mean were utilised to analyse the data. Participants in the study were Students and Civics Education teachers in ten high schools in Bandung, Indonesia. Results reveal: 1) the model product comprised attitude assessment, self-assessment, and peer assessment which integrates the values of life into the assessment aspects of learning material according to the curriculum; 2) The results of model trials indicate that significant differences arise in the character development of students before and after the application of the model.

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