PENILAIAN OTENTIK

Burhan Nurgiyantoro,

Abstract


Abstract
In the era of Competency-Based Curriculum/School-Based Curriculum, the
assessment emphasizes students’ performance in each subject. They are required to
acquire not only the cognitive aspect but also the performance aspect. One
assessment model relevant to this is the authentic assessment. Such an assessment
emphasizes students’ ability to meaningfully demonstrate the knowledge they
have acquired. The assessment not only asks questions about the knowledge they
have acquired, but also requires the actual performance relevant to the knowledge.
There are some differences between a traditional assessment and an authentic
assessment. The former emphasizes the elicitation of knowledge the students have
acquired through objective tests, while the latter emphasizes the tasks that make
the students practice meaningfully learning outcomes in real life, reflecting the
mastery of knowledge and skills in a particular subject. The necessary steps to
develop an authentic assessment include (1) setting the standard; (2) assigning
authentic tasks; (3) selecting the criteria; and (4) designing the rubric. One popular
authentic assessment at present is the portfolio assessment model. This model is a
class-based assessment conducted during the learning process. A portfolio is a
collection of students’ works systematically arranged during a certain learning
period, used to monitor the development of the students’ knowledge, skills, and
attitudes in a particular subject.
Keywords: authentic assessment, traditional assessment, portfolio

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DOI: https://doi.org/10.21831/cp.v3i3.320

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Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

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