Konteks penilaian
Kegiatan realistis atau konteks
tugas berbasis kinerja.
tugas yang kognitif yang kompleks
Peran siswa
pembelaan atas jawaban atau produk wajib.
penilaian adalah formatif.
siswa berkolaborasi satu sama lain atau dengan guru.
Skor
kriteria scoring diketahui atau siswa dikembangkan.
beberapa indikator atau portofolio adalah digunakan untuk mencetak gol.
harapan kinerja penguasaan
Penilaian yang paling mungkin untuk menjadi otentik jika memenuhi kriteria sebagai
berikut:
Konteks:
Membutuhkan ketepatan tugas untuk kondisi di mana kinerja akan
biasanya terjadi (Reeves & Okey, 1996; Meyer, 1992; Wiggins, 1993)
Membutuhkan keterhubungan dan transfer ke dunia luar kelas (Newmann &
Wehlage, 1993; Newmann & Archbald, 1992)
Faktor Siswa
Memerlukan keterampilan pemecahan masalah dan ketertiban pemikiran yang lebih
tinggi (Reeves, 2000; Newmann & Wehlage, 1993)
Membutuhkan produksi pengetahuan daripada reproduksi (Newmann & Archbald,
1992)
Membutuhkan waktu siswa dan tenaga bekerjasama dengan orang lain (Linn,
Baker,
& Dunbar, 1991) (Reeves, 2000)
ditandai dengan percakapan substantif (Newmann & Wehlage, 1993)
Membutuhkan siswa untuk menjadi pemain yang efektif dengan pengetahuan yang
diperoleh, kerajinan dipoles, pertunjukan atau produk (Wiggins, 1990, 1993)
Meningkatkan kedalaman pengetahuan (Newmann & Wehlage, 1993)
Faktor Tugas
Menstimulasi berbagai tanggapan aktif (Reeves, 2000)
Melibatkan kompleks, tantangan buruk terstruktur yang membutuhkan penilaian,
beberapa langkah, dan serangkaian penuh tugas (Wiggins, 1990, 1993; Linn, Baker,
& Dunbar, 1991; Torrance, 1995) (Reeves, 2000)
Membutuhkan penilaian untuk diintegrasikan dengan kegiatan (Reeves & Okey,
1996; Young, 1995)
Indikator
Menyediakan beberapa indikator pembelajaran (Lajoie, 1991; Linn, Baker, &
Dunbar, 1991)
Mencapai validitas dan reliabilitas dengan kriteria yang tepat untuk mencetak
produk bervariasi (Wiggins, 1990; Lajoie, 1991; Resnick & Resnick, 1992)
AUTHENTIC ASSESSMENT
Authentic assessment is expected to stimulate students to develop skills or
competencies relevant for their future world of work. Assessment authenticity depends on the
resemblance between the assessment and the working situation it aims to reflect, but more
importantly on a persons (e.g., teacher or student) perception of this resemblance. This implies
that what one person perceives as authentic is not necessarily authentic in the eyes of someone
else.
Authentic assessment is a new notion which provides an alternative to traditional
assessment practices. According to this new notion, assessment is a process which facilitates
students learning rather than something to be used just to evaluate the teaching and learning
processes. From the study it is also evident that implementation of authentic assessment in any
classroom setting changes the role of stakeholders, especially the role of teachers and the
students. During the process of authentic assessment the learners were active and were taken
over the responsibility of their own learning and on the other hand, the teachers role was just
facilitation of the process of learning. A major aspect of the authentic assessment is that many
assessments are completed to gauge students processing of learned information. Although, the
students reflections and self-evaluations were not graded through authentic assessment
checklists and rubrics but these were found beneficial indicators of students progress.
Authentic assessment is performance assessment, but it is the students performance
which is evaluated, rather than the teachers. This requires creating a task that the students will
complete in class, and then assessing their ability to perform the task. when performance
assessment is used for internal classroom assessment, both the form and content of the
assessment can be closely aligned with the teachers instructional goals. Therefore, the use of
performance assessment in the classroom has been seen by some as a promising means of
accomplishing a long-standing elusive goal namely, the intersection of instruction and
assessment. For the library class, these tasks usually involve use of some type of information
resource, with refining characteristics supplied by the discipline faculty teaching the course.
Developing an authentic assessment should start with an analysis of the professional
practice situation to find out what kind of knowledge, skills and attitudes (or competencies)
experts use when handling this situation and how they use them. This analysis provides up-todate performance standards for developing an authentic assessment or for evaluating the
authenticity of the assessment. The definition used in this study is that an authentic assessment
should require students to use and demonstrate the same (kind of) competencies, or
combinations of knowledge, skills and attitudes, that are applied in this situation in
professional life.
A well accepted position among educational researchers and teacher educators is that
the best classroom assessments are authentic. The term best typically means valid, and
authentic is usually defined as having something to do with the real world. This position is
difficult to translate into an assessment strategy, however, for two reasons. First, validity is not
a characteristic of any assessment; it refers to the interpretation and use of assessment results.
Secondly, there are a variety of definitions of authenticity presented in the research literature
and in books and other materials used to train teachers.
The commonly reported dimensions of authenticity, grouped into three broad
categories, are:
The context of the assessment
realistic activity or context
the task is performance-based.
the task is cognitively complex.
The role of the student
a defense of the answer or product is required
the assessment is formative.
students collaborate with each other or with the teacher.
The scoring
the scoring criteria are known or student developed.
multiple indicators or portfolios are used for scoring.
the performance expectation is mastery.
Assessment is most likely to be authentic if it satisfies the following criteria:
Context:
Requires fidelity of the task to the conditions under which the performance would
normally occur (Reeves & Okey, 1996; Meyer, 1992; Wiggins, 1993)
Requires connectedness and transfer to the world beyond the classroom (Newmann
& Wehlage, 1993; Newmann & Archbald, 1992)
Student factors
Requires problem solving skills and higher order thinking (Reeves, 2000; Newmann
& Wehlage, 1993)
Requires production of knowledge rather than reproduction (Newmann & Archbald,
1992)
Requires significant student time and effort in collaboration with others (Linn,
Baker, & Dunbar, 1991) (Reeves, 2000)
Is characterised by substantive conversation (Newmann & Wehlage, 1993)
Requires students to be effective performers with acquired knowledge, and to craft
polished, performances or products (Wiggins, 1990, 1993)
Promotes depth of knowledge (Newmann & Wehlage, 1993)
Task factors
Stimulates a wide range of active responses (Reeves, 2000)
Involves complex, ill structured challenges that require judgement, multiple steps,
and a full array of tasks (Wiggins, 1990, 1993; Linn, Baker, & Dunbar, 1991;
Torrance, 1995) (Reeves, 2000)
Requires the assessment to be seamlessly integrated with the activity (Reeves &
Okey, 1996; Young, 1995)
Indicators
Provides multiple indicators of learning (Lajoie, 1991; Linn, Baker, & Dunbar,
1991)
Achieves validity and reliability with appropriate criteria for scoring varied
products (Wiggins, 1990; Lajoie, 1991; Resnick & Resnick, 1992)