Fold in the Cheese: A Guide to Authentic Assessment Online

2021 ◽  
Vol 31 (1) ◽  
pp. 3-3
Author(s):  
Carly M. Lesoski
Keyword(s):  
Authentic Assessment

MANAJEMEN PEMBELAJARAN TEMATIK INTEGRATIF SESUAI KURIKULUM 2013 PADA KELAS 4 SD KHADIJAH SURABAYA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Nafiah Nafiah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Research Method ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Project Assessment ◽  
Written Assessment ◽  
Data Collection Technique ◽  
Thematic Learning

The purpose of this study is to describe the implementation of management of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school Surabaya. The focus of this study are 1. The lesson plan for integrative thematic class based on curriculum 2013 at grade 4 khadijah primary school . the research method of this study is descriptive kualitatif, the data collection technique are interview, observation and documentation. The result of this study are 1) the lesson plan of integrative thematic based on curriculum 2013 at grade 4 khadijah primary school Surabaya conducted by several steps are : a) set thema, b) doing analisys SKL, KI, and basic competence, c) arrage syllabus, d) arrage the lesson plan, 2) doing integrative thematic learning based on curriculum 2013 at grade 4 Khadijah primary school used scientific approch by observing, questioning, reasoning, trying, processing, displaying, verivicaying, and communicating, 3) the assessment of integrative thematic learning based on curriculum 2013 at grade 4 khadijah primary school used authentic assessment that include written assessment, project assessment and portfolio assessment.

IMPACT ASSESSMENT ON LEARNING MOTIVATION IN THE FRAMEWORK OF THE COMPETENCE APPROACH IN EDUCATION

2020 ◽  
Vol 22 (9) ◽  
pp. 28-34
Author(s):  
Huseynova А.А. ◽  
Vashchinnikova K.D.
Keyword(s):  
Design Method ◽  
Authentic Assessment ◽  
Educational Process ◽  
Learning Motivation ◽  
Assessment Process ◽  
Assessment Procedure ◽  
Positive Side ◽  
Educational Motivation ◽  
Educational Paradigm ◽  
The Impact

Turning to the new educational paradigm, the research paper considers the conditions for ensuring the effective-ness of authentic assessment of students ' achievements within the competence approach and the transition from traditional knowledge control to tests developed on the basis of the theory of pedagogical measurements. Special attention is paid to independent assessment as a tool for stimulating learning activities, as well as to the justifica-tion of the pattern design method used in the develop-ment of measurement tools. The experimental basis of the study is based on the results of an independent assess-ment of educational achievements of students of the sen-ior level of secondary vocational education in social studies in several educational organizations. As a result of the survey of participants in independent testing, the formation of a stable positive learning motivation is not-ed. The relationship with the assessment of the impact on educational motivation is confirmed by the respondents ' attitude to the authentic assessment procedure on the part of participants in the assessment process: school-children, teachers, and parents. As a result, it was re-vealed that all subjects of the educational process evalu-ate the impact of the proposed method of assessment on educational motivation from a positive side.

The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of Adapted Physical Education (APE)

2020 ◽  
Vol 42 (3) ◽  
pp. 29-42
Author(s):  
Erick Burhaein ◽  
Beltasar Tarigan ◽  
Diajeng Tyas Pinru Phytanza
Keyword(s):  
Physical Education ◽  
Special Needs ◽  
Authentic Assessment ◽  
Primary Teacher ◽  
Basic Knowledge ◽  
Learning And Development ◽  
Ongoing Research ◽  
Special Needs Education ◽  
Scientific Approach ◽  
K 13

The purpose of this study was to illuminate the experiences and understandings of adaptive physical education (APE) teachers in their implementation of the newly introduced K-13 curriculum in special needs schools (SLB) in Indonesia. This research is a replication of previous research (Sigid XXABSTRACT Setiawan, 2018) conducted with primary school physical education (PE) teachers. Twenty-six APE teachers aged 28-39 years (X = 34.04, SD = 3.46) who worked with various disabilities in SLB were involved as participants. Data collected were observations, interviews, and documentation working within a phenomenological framework. Results indicated that teachers’ experiences of the K-13 implementation were focused on (1) the acquisition of basic knowledge and competence, (2) the adoption of the scientific approach, (3) the use of authentic assessment, and (4) awareness of the supporting and inhibiting factors. The understandings arising from these experiences were that: (1) the required knowledge of APE SLB teachers could be found within the supporting government publications; (2) the scientific approach placed systematic student problem solving at its core, and; (3) authentic assessment involves a comprehensive focus on the learning and development of skills, attitudes and knowledge. A comparison of these findings with those of the primary teacher study showed that some of the additional understandings revealed by the Adapted PE teachers reflected some of the specific demands and challenges facing teachers in the context of special needs education. This research should serve as a reference for novice teachers in emphasizing that good K-13 curriculum learning at all levels must involve preparation for its implementation and its assessment. Recommendations for the value of ongoing research of this nature with a broader cohort of teachers are made.

Assessment and Orff Schulwerk Pedagogy

2019 ◽  
pp. 538-560
Author(s):  
Daniel Johnson
Keyword(s):  
Teacher Educators ◽  
Authentic Assessment ◽  
Research Literature ◽  
National Standards ◽  
International Adoptions ◽  
Practical Applications ◽  
Orff Schulwerk ◽  
Recent Developments ◽  
Based Instruction ◽  
Assessment Strategies

This chapter on assessing student learning and Orff Schulwerk examines the foundations of this approach, its focus on creativity, and practical applications of this pedagogy. By reviewing current research literature and international adoptions of the Schulwerk, the chapter focuses on three assessment-related challenges: a lack of clearly defined teaching practices, a de-emphasis of evaluation in the Orff process, and inherent challenges related to assessing creativity. An examination of professional resource documents and recent developments in national standards provides ways to address each of these assessment challenges in Orff-based instruction. A discussion of curricular levels offers more possibilities for enhancing authentic assessment strategies. Practical recommendations for Orff Schulwerk teachers to improve their assessment protocols and implications for teacher-educators conclude this chapter.

The Philosophy of Assessment in Music Education

2019 ◽  
pp. 32-55
Author(s):  
Roger Mantie
Keyword(s):  
Music Education ◽  
Authentic Assessment ◽  
Music Educators ◽  
Local Communities ◽  
Self Determination ◽  
Common Theme ◽  
Education Assessment ◽  
Consequential Validity ◽  
Mandated Testing

Philosophies of assessment are rare, perhaps even more so in music education. This chapter, arranged in five “movements” intended to reflect various ways of examining assessment issues, considers prominent themes emerging from the music education assessment literature, such as accountability, authentic assessment, consequential validity, legitimacy, mandated testing, metaphor, power-knowledge, and self-determination. The author asks questions such as, To what extent should philosophical commitments be voluntary versus compelled? To what extent should music educators be able to collectively determine educative values and to what extent should others (policymakers, local communities) have a say in what should constitute valuable learning in music? A common theme throughout the chapter is the urge for caution and reflection so that well-intended assessment efforts do not undermine cherished goals for music education.

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

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