logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers

Mohammad Syaifuddin

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics te.

T

This study aimed at analyzing the implementation of authentic assessments and constraints faced by junior high schools' teachers in mathematics teaching. A qualitative approach was applied in the study. The data on the implementation of authentic assessments and constraints were obtained from 50 mathematics teachers in several public junior high schools in Malang City, East Java Province-Indonesia, trained by the 2013 curriculum. Documentation, questionnaires, observations, and interviews were used to collect the data. The study results showed that most teachers implemented authentic assessments in mathematics teaching as designed in the learning plan. The obstacles faced by the teachers in the implementation of the authentic assessment included the time limit and accuracy. The efforts made by the teachers varied, but the teachers tried to administer the authentic assessment properly following the demands of the curriculum.

Keywords: Authentic assessment, junior high school, mathematics learning, mathematics teachers

cloud_download PDF
Cite
Article Metrics
Views
2279
Download
2041
Citations
Crossref
8

Scopus
6

References

Ahmad, Z. (2020). Summative assessment, test scores and text quality: A study of cohesion as an unspecified descriptor in the assessment scale. European Journal of Educational Research, 9(2), 523-535. https://doi.org/10.12973/eu-jer.9.2.523.

Amsami, B. U., Mohammed, Y., & Mazila, E. A. (2015). Visual art teachers and performance assessment methods in Nigerian senior secondary schools. Mgbakoigba: Journal of African Studies, 4(2015), 1–18

Arifin, Z. (2018). Development of authentic assessment instrument for performance in learning mathematics in linear program. Journal of Educational Research and Evaluation, 7(2), 154–162. https://doi.org/10.15294/jere.v7i2.24884

Azim, S., & Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314–320.

Barrio, M. I. P., Escamilla, A. C., García, M. N. G., Fernández, E. M., & García, P. de la R. (2015). Influence of assessment in the teaching-learning process in the higher education. Procedia - Social and Behavioral Sciences, 176, 458–465. https://doi.org/10.1016/j.sbspro.2015.01.497

Bentri, A., Hidayati, A., & Rahmi, U. (2016). The problem analysis in applying instrument of authentic assessment in 2013 curriculum. International Journal of Science and Research (IJSR), 5(10), 1008–1012.

Buhagiar, M. A. & Murphy, R. (2008). Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169-182. https://doi.org/10.1080/09695940802164192

Buyukkarci, K. (2014). Assessment beliefs and practices of language teachers in primary education. International Journal of Instruction, 7(1), 107–120.

Candra, O., Islami, S., Syamsuarnis, S., Elfizon, E., Hastuti, H., Habibullah, H., & Eliza, F. (2019). Validity of development on authentic assessment tool of curriculum 2013 based in information technology. International Journal of Scientific and Technology Research, 8(12), 265-267.

Dandis, M. A. (2013). The assessment methods that are used in a secondary mathematics class. Journal for Educators, Teachers and Trainers, 4(2), 133-143.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Edwards, F. (2013). Quality assessment by science teachers: Five focus areas. Science Education International, 24(2), 212–226.

Fauziah, D., Mardiyana, & Saputro, D. R. S. (2018). Mathematics authentic assessment on statistics learning: The case for student mini projects. Journal of Physics: Conference Series, 983(1), 1-7.

Ferita, R. A., & Retnawati, H. (2016). Pengembangan perangkat penilaian autentik untuk pembelajaran matematika di kelas VII semester 1 [Developing of authentic assessment sheet for mathemathics learning in seventh-grade, 1st semester]. PYTHAGORAS: Journal of Mathemathics Education/PYTHAGORAS: Jurnal Pendidikan Matematika, 11(1), 69. https://doi.org/10.21831/pg.v11i1.9672

Fitriani, F. (2017). Implementing authentic assessment of curriculum 2013: Teacher’s problems and solutions. Getsempena English Education Journal (GEEJ), 4(2), 164–171.

Gao, X., & Grisham-Brown, J. (2011). The use of authentic assessment to report accountability data on young children’s language, literacy and pre-math competency. International Education Studies, 4(2), 41–53.

Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676

Hakim, A. (2015). Contribution of competence teacher (Pedagogical, personality, professional competence and social) on the performance of learning. The International Journal of Engineering and Science, 4(2), 1–12.

Hermayawati, H. (2020). Teachers’ efforts in understanding the factual, conceptual, procedural and metacognitive assessment using the revised 2013 curriculum. International Journal of Learning, Teaching and Educational Research, 19(5), 186-199. https://doi.org/10.26803/ijlter.19.5.11

Hodgman, M. R. (2014). Using authentic assessments to better facilitate teaching and learning: The case for student portfolios. Journal of Studies in Education, 4(3), 59–65. https://doi.org/10.5296/jse.v4i3.6149

Irvine, J. (2017). A comparison of revised Bloom and Marzano’s new taxonomy of learning. Research in Higher Education Journal, 33, 1–16.

Jacoba van der Wal, R., & van der Wal, R. (2003). Assessing life skills in young working adults – Part 1: The development of an alternative instrument. Education + training, 45(3), 139–151. https://doi.org/10.1108/00400910310471000

Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27–33. https://doi.org/10.5530/jyp.2014.1.5

Kemdikbud. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 104 Tahun 2014 tentang Penilaian Hasil Belajar oleh Pendidik pada Pendidikan Dasar dan Pendidikan Menengah [Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 104 of 2014 concerning Evaluation of Learning Outcomes by Educators on Basic Education and Secondary Education]. Pub. L. No. 104. http://ditjenpp.kemenkumham.go.id/arsip/bn/2014/bn1507-2014.pdf.

Kesianye, S. K. (2015). The three perspectives of integrating assessment and instruction in the learning of school mathematics. Journal of Education and Practice, 6(19), 212–214.

Kulasegaram, K., & Rangachari, P. K. (2018). Beyond “formative”: Assessments to enrich student learning. Advances in Physiology Education, 42(1), 5–14. https://doi.org/10.1152/advan.00122.2017

Martin, A., Arrambide, M., & Holt, C. (2016). The impact of flipped instruction on middle school mathematics achievement. Journal of Education and Human Development, 5(3), 84–96. https://doi.org/10.15640/jehd.v5n4a10

Merta, I. M. E. D., Suarjana, I. M., & Mahadewi, L. P. P. (2015). Analisis penilaian autentik menurut pembelajaran kurikulum 2013 pada kelas IV SD No. 4 Banyuasri [Analysis of authentic assessment according to 2013 curriculum learning in grade IV SD No. 4 Banyuasri]. E-Journal PGSD Ganesha University of Education, 3(1), 1–10. https://doi.org/10.23887/jjpgsd.v3i1.5818

Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). SAGE Publications Inc.

Mirian, B. M., & Zulnaidi, H. (2020). Mathematics teachers’ conceptions of assessment: Gender and academic qualification comparisons. International Journal of Instruction, 13(2), 239–252.

Mundia, L. (2020). Assessment of skills development in Brunei trainee teachers: Intervention implications. European Journal of Educational Research, 9(2), 685–698. https://doi.org/10.12973/eu-jer.9.2.685

Natalia, D. E., Asib, A., & Kristina, D. (2018). The application of authentic assessment for students writing skill. Journal of Education and Human Development, 7(2), 49–53. https://doi.org/10.15640/jehd.v7n2a5

Okoye, M. D. (2014). Authentic assessment and evaluation: Paramount means for the maximization of teaching and learning. Journal of Educational and Social Research, 4(7), 31–40. https://doi.org/10.5901/jesr.2014.v4n7p31

Olfos, R., & Zulantay, H. (2007). Reliability and validity of authentic assessment in a web based course. Educational Technology and Society, 10(4), 156–173.

Prozesky, D. (2000). Teaching and learning. Community Eye Health, 13(34), 30–31.

Puspitasari, E. D. (2016). Keterlaksanaan penilaian autentik dan korelasinya dengan hasil belajar biologi SMA [The implementation of authentic assessment and its correlation with high school biology learning outcomes]. In A. Saputra (Ed.), Proceeding Biology Education Conference (Vol. 13, pp. 196–202). Department of Biology, Universitas Sebelas Maret.

Razmawaty, M., & Othman, L. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466–476. https://doi.org/10.6007/IJARBSS/v7-i2/2021

Retno, N., Arfatin, N., & Nur, A. (2019). The effect of revised Bloom’s taxonomy on mathematical problem-solving skill. Advances in Social Science, Education and Humanities Research, 287, 150–153. https://doi.org/10.2991/icesre-18.2019.31

Reyes-Cedeno, C. C., Rivas-Cun, H. I., Espinoza-Cevallos, C. E., & Rojas-Garcia, C. R. (2019). Assessment of the practices for early mathematics thinking in preschools of Pasaje city, Ecuador. European Journal of Educational Research, 8(4), 1063–1070. https://doi.org/10.12973/eu-jer.8.4.1063

Ried, L. D. (2011). A model for curricular quality assessment and improvement. American Journal of Pharmaceutical Education, 75(10), 196. https://doi.org/10.5688/ajpe751196

Rifka, Z., Khaldun, I., & Ismayani, A. (2017). Analisis pelaksanaan penilaian autentik kurikulum 2013 oleh guru kimia di SMA Negeri Banda Aceh tahun pelajaran 2016/2017 [Analysis of the implementation of the 2013 curriculum authentic assessment by chemistry teachers in Banda Aceh State High School 2016/2017 academic year]. Jurnal Ilmiah Mahasiswa Pendidikan Kimia/ Scientific Journal of Chemistry Education Students, 2(3), 248–255.

Rizavega, I. H. (2018). Authentic assessment based on curriculum 2013 carried by EFL teacher. Jurnal Profesi Keguruan/ Teacher Professional Journal, 3(2), 197–204.

Rosli, R., Goldsby, D., & Capraro, M. M. (2013). Assessing students’ mathematical problem-solving and problem-posing skills. Asian Social Science, 9(16), 54–60. https://doi.org/10.5539/ass.v9n16p54

Rourke, A. J., & Coleman, K. S. (2011). Authentic assessment in elearning: Reflective and collaborative writing in the arts. ASCILITE 2011 - The Australasian Society for Computers in Learning in Tertiary Education, 1089–1095.

Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 Curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128

Sabri, M., Retnawati, H., & Fitriatunisyah. (2019). The implementation of authentic assessment in mathematics learning. Journal of Physics: Conference Series, 1200(1), 1–6. https://doi.org/10.1088/1742-6596/1200/1/012006

Safitri, E. R., Syahrial, Z., & Musnir, D. N. (2019). The evaluation of teacher’s competencies on special education programs. International Journal of Recent Technology and Engineering, 8(2), 362–368. https://doi.org/10.35940/ijrte.B1081.0982S919

Sambeka, Y., Nahadi, & Sriyati, S. (2017). Implementation of authentic assessment in the project based learning to improve student’s concept mastering. In T. Hidayat, Asep Bayu Dani Nandiyanto, A. Jupri, E. Suhendi, & H. S. H. Munawaroh (Eds.), AIP Conference Proceedings (Vol. 1848, pp. 1–6). AIP Publishing. https://doi.org/10.1063/1.4983980

Sasmaz-Oren, F., & Ormanci, U. (2011). Teacher candidate levels of familiarity with the methodş techniques and tools composing the alternative assessment approaches. Procedia - Social and Behavioral Sciences, 15, 3476–3483. https://doi.org/10.1016/j.sbspro.2011.04.321

Scheopner Torres, A., Brett, J., Cox, J., & Greller, S. (2018). Competency education implementation: Examining the influence of contextual forces in three new hampshire secondary schools. AERA Open, 4(2), 1-13. https://doi.org/10.1177/2332858418782883

Suciati, S., Munadi, S., Sugiman, S., & Febriyanti, W. D. R. (2018). Design and validation of mathematical literacy instruments for assessment for learning in Indonesia. European Journal of Educational Research, 7(3), 555–565. https://doi.org/10.12973/eu-jer.9.2.865

Sukanti, S. (2010). Pemanfaatan penilaian portofolio dalam meningkatkan hasil belajar akuntansi [Utilization of portfolio assessment in improving accounting learning outcomes]. Indonesian Accounting Education Journal/ Jurnal Pendidikan Akuntansi Indonesia, 8(2), 33–40. https://doi.org/10.21831/jpai.v8i2.952

Susilo, P., & Wardarita, R. (2017). Developing authentic assessment instrument on short story appreciation and production for senior high school students. Journal of Education, Teaching and Learning, 2(2), 186–191. https://doi.org/10.26737/jetl.v2i2.284

Suurtamm, C. A. (2004) Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences. Canadian Journal of Science, Mathematics and Technology Education, 4(4), 497-513. https://doi.org/ 10.1080/14926150409556630

Toto, T. (2019). STEM-based science learning design in the 2013 curriculum. Journal of Physics: Conference Series, 1233(2019), 1-7. https://doi.org/10.1088/1742-6596/1233/1/012094

Wiethe-Körprich, M., & Bley, S. (2017). Prospective educators as consumers of empirical research: An authentic assessment approach to make their competencies visible. Empirical Research in Vocational Education and Training, 9(1), 1–26. https://doi.org/10.1186/s40461-017-0052-5

Winarso, W. (2018). Authentic assessment for academic performance: Study on the attitudes, skills, and knowledge of grade 8 mathematics students. Malikussaleh Journal of Mathematics Learning, 1(1), 1–8. https://doi.org/10.29103/mjml.v1i1.579

Yerrabati, S. (2017). Choosing appropriate assessment methods: A reflection. Compass: Journal of Learning and Teaching, 10(1), 19–20. https://doi.org/10.21100/compass.v10i1.374

Zulfadli, Z. (2017). Developing cognitive test based on the revised Bloom’s taxonomy on the structure and cell function material for XI grade students in senior high school of Tarakan City. Indonesian Journal of Biology Education/ Jurnal Pendidikan Biologi Indonesia, 3(2), 174–182. https://doi.org/10.22219/jpbi.v3i2.3973

...