Authentic assessment: Evaluation and its application in science learning

Hanifah, Maria; Irambona, Alfred

doi:10.33292/petier.v1i2.4

Cited by 16 publications

(13 citation statements)

References 3 publications

(3 reference statements)

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“…Within the evaluation research, the model that had been adopted in evaluating the coaching programs for the running athletics in the athletic clubs within the Province of Yogyakarta Special Region was the CIPP Model. CIPP stands for Context, Input, Process and Product (Astuti, Haryanto, & Prihatni, 2018;Bukit, Bastari, & Putra, 2019;Hanifah & Irambona, 2019;Mulyatiningsih, 2011, p. 124;Nuruhidin, Putra, Pamungkas, Ardiyanto, & Saputro, 2018;Stufflebeam, 2003;Tseng, Diez, Lou, Tsai, & Tsai, 2010). Within the conduct of the study, the CIPP Evaluation Model was performed comprehensively in order to understand the activities within the coaching programs, starting from the program design until the program completion (Mawardi, 2019;Rohyani, Herpratiwi, & Djasmi, 2014).…”

Section: Methodsmentioning

confidence: 99%

CIPP evaluation model for the coaching program of running athletes

Aldapit

Suharjana

2019

PETiER

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This study aimed to evaluate the training programs of sprinting, middle distance running, and long distance running athletes. This type of research is the study evaluation using CIPP models. The approach used in this study is a qualitative approach with qualitative data analysis model of Miles & Huberman. The results of the evaluation include: (1) context evaluation shows that there are lack of budget, facilities, government’s support, sponsorship, health experts, test instrumens and test spaces, (2) evaluation of the inputt indicates there is a lack of facilities and infrastructure as the main support of the running track, (3) evaluation of the process demonstrates the ability of trainers to implement the training process is very helpful to the achievement of a good coaching program and achievements of athletes. The recruitment of athletes should be open to all people, so there should not be the impression of nepotism and collusion, (4) evaluation of the product shows the achievements have been at national and international level. Achievement would be better and more sustainable if supported by a context and a perfect addition of the input to the process which has been good.

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Section: Methodsmentioning

confidence: 99%

CIPP evaluation model for the coaching program of running athletes

Aldapit

Suharjana

2019

PETiER

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“…The idea of authenticity in assessment is that students use knowledge to show effective and creative performance, achieving a situated learning that mimics he complexity and contradictions that students are likely to face in the real world (Kearney, 2013;Munandar, Maryani, Rohmat, & Ruhimat, 2020;Saye, 2013). Authentic assessment ensures that all students are given the opportunity to show what they are capable of while giving teachers the necessary information for establishing a balanced and fair assessment to each student (Hanifah & Irambona, 2019).…”

Section: Authentic Assessment Movementmentioning

confidence: 99%

Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program

Villarroel¹,

Bruna²,

Brown³

et al. 2021

INT J INSTRUCTION

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This case study aimed to change the construction of teachers' written tests so that items were designed to assess competencies in an authentic and challenging way. A small group of five psychology teachers participated in 10 sessions of an authentic assessment faculty-training program, to learn to assess problem-solving competencies for situations typically faced by professionals in the workplace. The authentic assessment training emphasized the incorporation of three main characteristics: (1) inclusion of a realistic context, (2) measurement of higher order thinking skills, and (3) development of evaluative judgment, concerning the quality of their own performance. Post-training the items´ construction was analysed, according to their type and authenticity. Mixed effects logistic regression showed a statistically significant increase in open-response items, and two-way ANOVA indicated that cognitive challenge improved. The results showed written tests had: a) more open-response items of higher cognitive complexity, b) fewer items requiring closed, memorized responses, c) more use of realistic contexts to measure knowledge in a situated way, and d) improvement in curriculum alignment of tests and greater consistency in measuring competencies. These advances validate the authentic-assessment training program for a better written assessment design.

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“…CIPP merupakan singkatan dari Context, Input, Process and Product. Evaluasi CIPP dikenal dengan nama evaluasi formatif dengan tujuan untuk mengambil keputusan dan perbaikan program (Aldapit & Suharjana, 2019;Hanifah & Irambona, 2019;Mulyatiningsih, 2011;Suryati & Haryanto, 2016).…”

Section: Metodeunclassified

Evaluasi program praktik kerja lapangan sekolah menengah kejuruan

Khasanah

2019

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Authentic assessment: Evaluation and its application in science learning

Cited by 16 publications

References 3 publications

CIPP evaluation model for the coaching program of running athletes

CIPP evaluation model for the coaching program of running athletes

Changing the Quality of Teachers’ Written Tests by implementing an Authentic Assessment Teachers’ Training Program

Evaluasi program praktik kerja lapangan sekolah menengah kejuruan

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