AUTHENTIC ASSESMENT IN CURRICULUM 2013

CONCEPT AND PRACTICE

Authentic assessment is a significant measurement of students' learning outcomes for the

realm of attitudes, skills and knowledge. The term Assessment is a synonym of assessment,
measurement, testing, or evaluation. Whereas the term Authentic is a synonym of original, real,
valid, or reliable.
Authentic assessment has a strong relevance to the scientific approach to learning in
accordance with the demands of the 2013 curriculum. Where the assessment is able to illustrate
the improvement in student learning outcomes, both in the context of observing, reasoning,
trying, building networks, and others. Authentic assessment tends to focus on complex or
contextual tasks, allowing students to show their competence in more authentic settings, so
authentic assessment is very relevant to integrated thematic approaches in learning, especially
elementary school levels or for appropriate subjects.
In the case of authentic assessment, often the involvement of students is very important.
The assumption, students can do learning activities better when they know how will be assessed.
Students are asked to reflect and evaluate their own performance in order to increase a deeper
understanding of learning objectives and encourage higher learning abilities.
Authentic assessment the teacher applies criteria related to knowledge construction,
scientific studies, and experiences gained from outside the school. Authentic assessment tries to
combine teacher teaching activities, student learning activities, motivation and involvement of
students, as well as learning skills, because the assessment is part of the learning process,
teachers and students share an understanding of performance criteria.
In authentic learning, students are asked to gather information with a scientific approach,
understand various phenomena or symptoms and their relationships with one another in depth,
and link what is learned with the real world that exists outside of school. So that teachers and
students have responsibility for what happens. Learners also know what they want to learn, have
flexible time parameters, and are responsible for staying on task. Authentic assessment also
encourages students to construct, organize, analyze, synthesize, interpret, explain, and evaluate
information and then turn it into new knowledge.
In authentic learning, the teacher must be an "authentic teacher." The role of the teacher is
not only in the learning process, but also in assessment. To be able to carry out authentic
learning, teachers must meet certain criteria, namely:
1. Knowing how to assess students' strengths and weaknesses and learning design.
2. Knowing how to guide students to develop their prior knowledge by asking questions and
providing adequate resources for students to make knowledge acquisition.
3. Become caregivers of the learning process, see new information, and assimilate students'
understanding.
4. Be creative about how the learning process of students can be expanded by drawing on
experience from the world outside the walls of the school.

There are 4 (four) types of authentic assessments. Where the four types of authentic
assessment are as follows:
1. First, performance appraisal. In this assessment, as much as possible involves the
participation of students, especially in the process and aspects to be assessed. The teacher
can do this by asking students to mention the elements of the project / assignment that
they will use to determine the completion criteria. Here's how to record the results of
performance-based assessments.
a. Checklist.
b. Anecdotal / narrative records.
c. Rating scale (rating scale).
d. Memory or memory (memory approach).

2. Second, project appraisal. It is an assessment of the tasks that must be completed by

students according to a certain period / time. The completion of the assignment is in the
form of an investigation conducted by students, ranging from planning, data collection,
 organizing, processing, analyzing, and presenting data. Here are three things that teachers
need to consider in project appraisal.
a. Learners' skills in choosing topics, finding and collecting data, processing and
analyzing, giving meaning to the information obtained, and writing reports.
b. Suitability or relevance of learning material with the development of attitudes, skills,
and knowledge needed by students.
c. The authenticity of a learning project that is done or generated by students.

3. Third, portfolio assessment. It is an evaluation of a collection of artifacts that shows

progress and are valued as a result of work in the real world. Portfolio assessment can
depart from individual student work or be produced in groups, requires student reflection,
and is evaluated based on several dimensions. Portfolio assessment is carried out using
steps like the following.
a. The teacher briefly explains the essence of portfolio assessment.
b. The teacher or teacher together with the students determine the type of portfolio that
will be created.
c. Students, both alone and in groups, are independent or under the guidance of the
teacher compile a learning portfolio.
d. The teacher collects and stores the student portfolio in the appropriate place,
accompanied by a record of the date of collection.
e. The teacher assesses students' portfolios with certain criteria.
f. If possible, the teacher and students discuss together the portfolio documents
produced.
g. The teacher gives feedback to students on the results of portfolio assessment.

4. Fourth, written assessment. Written test in the form of a description or essay requires
students to be able to remember, understand, organize, apply, analyze, synthesize,
evaluate, and so on the material that has been studied. Written tests in the form of a
description as much as possible are comprehensive, so they are able to describe the realm
of attitudes, knowledge, and skills of students.