CAN STUDENT ASSESSMENT SHEETS REPLACE OBSERVATION SHEETS?

Badrun Kartowagiran; Eka Ary Wibawa; Fitri Alfarisa; Dian Normalitasari Purnama

doi:10.21831/cp.v38i1.22207

CAN STUDENT ASSESSMENT SHEETS REPLACE OBSERVATION SHEETS?

Badrun Kartowagiran, Eka Ary Wibawa, Fitri Alfarisa, Dian Normalitasari Purnama

Abstract

Observation is argued as the most suitable technique to assess the execution of authentic assessment. Unfortunately, it requires great amount of time and money. We need an alternative. Therefore, the purpose of this study was to develop an instrument in the form of a student assessment sheet on the implementation of authentic assessments in Mathematics subjects. This research is a development research that uses standard procedures for developing instruments. The result of the analysis with Aiken’s formula showed that every item of the instrument was in a good category. The result of the analyses using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Multitrait-Multimethod showed that the instrument had good construct validity. The result of reliability estimation using Cronbach Alpha (α) also showed that the instrument was in the reliable category. Thus, it can be concluded that the instrument in the form of student assessment sheets for assessing the implementation of authentic assessment in junior high school Mathematics learning is highly valid and reliable, which means that the developed instrument can replace the equivalent observation sheet.

Keywords

assessment sheet development; authentic assessment; mathematics

Full Text:

PDF

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and psychological measurement, 45(1), 131-142. doi:10.1177/0013164485451012.

Arends, R. I., & Kilcher, A. (2010). Teaching for student learning becoming an accomplished teacher. New York, NY: Routledge.

Azwar, S. (2013). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.

Barber, M. & Mourshed, M. (2012). Profesional development international. New York, NY: Pearson.

Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81-105. doi:10.1037/h0046016.

Cramer, D. (2003) Advanced quantitative data analysis. London: McGraw-Hill Education.

Diranna, K., Osmundson, E., Topps, J., Barakos, L., Gearhart, M., Cerwin, K., …, Strang, C. (2008). Asessment-centered teaching (A reflective practice). London: Sage.

Ermasari, G., Subagia, I. W., & Sudria, I. B. N. (2014). Kemampuan bertanya guru IPA dalam pengelolaan pembelajaran. Jurnal Pendidikan dan Pembelajaran IPA Indonesia, 4(1), 1-12. Retrieved from http://oldpasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/view/1111.

Feldt, L. S., & Brennan, R. (1989). Reliability. In R. L. Linn (Ed), Educational measurement (3rd ed.). New York, NY: Macmillan.

Frey, B. B., & Schmitt, V. L. (2007). Coming to terms with classroom assessment. Journal of Advanced Academics, 18(3), 402-423. doi:10.4219/jaa-2007-495.

Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical assessment, research & evaluation, 17(2), 1-18. Retrieved from https://pareonline.net/pdf/v17n2.pdf.

Grewal, R., Cote, J. A., & Baumgartner, H. (2004). Multicollinearity and measurement error in structural equation models: implications for theory testing. Marketing Science, 23(4), 519-529. doi:10.1287/mksc.1040.0070

Gulikers, J. T., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational technology research and development, 52(3), 67-86. Retrieved from https://eric.ed.gov/?id=EJ732658.

Gulikers, J. T., Kester, L., Kirschner, P. A., & Bastiaens, T. J. (2008). The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes. Learning and Instruction, 18(2), 172-186. doi:10.1016/j.learninstruc.2007. 02.012.

Hair, J. F., Ringle, C. M., Hult, T., & Sarstedt, M. (2014). A primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Thousand Oaks: Sage.

Hargreaves, A., Earl, L., & Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39(1), 69-95. doi:10.3102/00028312039001069.

Kartowagiran, B., & Maddini, H. (2015). Evaluation model for islamic education learning in junior high school and its significance to students’ behaviours. American Journal of Educational Research, 3(8), 990-995. doi: 10.12691/education-3-8-7.

Kartowagiran, B., & Jaedun, A. (2016). Model asesmen autentik untuk menilai hasil belajar siswa Sekolah Menengah Pertama (SMP): Implementasi asesmen autentik di SMP. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 131-141. doi: 10.21831/pep.v20i2.10063.

Linh, N. N. (2016, August). Authentic assessment: A case study of its implementation in a lecturer’s classes in Vietnam. Paper presented at the International Conference on Education and Social Integration, Ho Chi Minh City, Vietnam.

Mardapi, D. (2017). Pengukuran, penilaian, dan evaluasi pendidikan, edisi kedua. Yogyakarta: Parama Publishing.

Massy, W. (1997). Teaching and learning quality-process review: The Hong Kong programme. Quality in Higher Education, 3(3), 249–262. doi:10.1080/1353832970030305.

Mintah, J. K. (2003). Authentic assessment in physical education: Prevalence of use and perceived impact on students' self-concept, motivation, and skill achievement. Measurement in physical education and exercise science, 7(3), 161-174. doi: 10.1207/S15327841MPEE0703_03.

Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of student. Boston, MA: Pearson.

Raymond, J. E., Homer, C. S. E., Smith, R., & Gray, J. E. (2012). Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum. Nurse Education in Practice, 13(5), 471-4766. doi:10.1016/j.nepr.2012.10.006.

Reeves, D.B. (2010). Transforming profesional development into student result. Alexandria: ASCD.

Retnawati, H., Kartowagiran, B., Arlinwibowo, J., & Sulistyaningsih, E. ( 2017). Why are the mathematics national examination items difficult and what is teachers’ strategy to overcome it? International Journal of Instruction, 10(3), 257-276. doi: 10.12973/iji.2017.10317a.

RoI, Ministrial Regulation of Education and Culture 2013 No. 66, Standar Penilaian [Assessment Standard].

Sallis, E. (2002). Total quality management in education. London: Routledge.

Surya, A., & Aman, A. (2016). Developing formative authentic assessments based on learning trajectory for elementary school. Research and Evaluation in Education, 2(1), 13-24. doi: 10.21831/reid.v2i1.6540.

Svinicki, M. D. (2004). Authentic assessment: Testing in reality. New Directions for Teaching and Learning, 100(Winter 2004), 23-29. doi: 10.1002/tl.167.

Tombari, M.L & Borich, G.D. (1999). Authentic Assessment in the classroom (application and practice). Upper Saddle River, NJ: Prentice Hall.

Vu, T. T., & Alba, G. D. (2014). Authentic assessment for student learning: An ontological conceptualisation. Educational Philosophy and Theory, 46(7), 778-791. doi:10.1080/00131857.2013.795110.

Whitelock, D., & Cross, S. (2012). Authentic assessment: What does it mean and how is it instantiated by a group of distance learning academics? International Journal of e-Assessment, 2(1), article 9. Retrieved from http://journals.sfu.ca/ijea/index.php/ journal/ article/view/31.

Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.

DOI: https://doi.org/10.21831/cp.v38i1.22207