CURRICULUM MATERIAL AND DEVELOPMENTTRADITIONAL VS AUTHENTIC ASSESSMENT

Compiled by:Windi Setiyawan (1201050096)Abdul Basit (1201050112)Ratih Setioningsih (1401050083)

ENGLISH EDUCATION DEPARTMENTTEACHER TRAINING AND EDUCATION FACULTYTHE UNIVERSITY MUHAMMADIYAH OF PURWOKERTO2013A. Traditional Assessment1. DefinitionTraditional assessment are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. Standarized tests, most state achievement test, and high school graduation examination are also exxamples of traditional assessment.(Jon Mueller, 2006). The example of traditional assessment are multiple choice, gap fill, true-false, matching.

2. Strengths and weaknessesa. Strength (Bailey, 1998) Easy to give score More reliable Reducing the chances of learners guessing b. Weaknesses (J.Franklin 2002 and Bailey, 1998) Evaluation of students' higher-order thinking skills, problem solving, attitudes,and other abilities cannot be quantified easily Traditional assessment does not involve discussions, classroom projects, and other programs designed to show material to students and impartknowledge that the teachers can then observe and measure. Cheating may be facilitated.

3. Characteristicsa. Selecting a Response: On traditional assessments, students are typically given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to select the right answer. b. Contrived: It is not very often in life outside of school that we are asked toselect from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the number of times you can be asked todemonstrate proficiency in a short period of time.c. Recall/Recognition of Knowledge: Well designed traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. However, the demonstration of recall and recognition on tests is typically much less revealing about what we really know and can do than when we are asked to construct a product or performance out of facts, ideas and propositions.d. Teacher-structured: When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person(s) who developed the test. A student's attention will understandably be focused on and limited to what is on the test. e. Indirect Evidence: Even if a multiple-choice question asks a student to analyze or apply facts to a new situation rather than just recall the facts, and the student selects the correct answer, what do you now know about that student? Did that student get lucky and pick the right answer? What thinking led the student to pick that answer? We really do not know. At best, we can make some inferences about what that student might know and might be able to do with that knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real-world situations.f. Speeded exam: There is limited timeg. Individual project: Students do the test individually.h. Standarized test: Assessment is created by a testing agency outside of the school environment. 4. Type of the traditional assesmentObjective and subjective are two types different types of tests.a. Objective tests consist of: Multiple-choice Fill-in-the-blank Short answer True and false MatchingKeep a record of how the students did answering the questions.b. Subjective tests consist of essay or critical thinking questions. A test in which there is no one correct answer. It is very important that all the essays are graded fairly. B. Authentic Assessment1. DefinitionAuthentic Assessment also called Direct Assessment, Alternative Assessment, and Performance Assessment. Arthur Hughes (1989, 14) said that testing is said to be direct when it requires the candidate to perform precisely the skill which we wish to measure. If we want to know how well students can write letter, we get them to write letter. If we want to know how well they pronounce a language, we get them to speak. We can say that Authentic Assessment tests application of knowledge and skills.Authentic Assessment that is performance-oriented with the assessment that aims to measure not only the correctness of the response but also the thought process involved in arriving at the response, and that encourage students to reflect their learning in both depth and breadht, the belief is that instruction will be pushed into more thoughtful reflexive, richer mode as well.Authentic assessments call upon the examinee to demonstrate specific skills and comperhencies, that is, to apply the skills and knowledge they have mastered (Richard J. Stiggins)Direct testing is easier to carry out when it is intersted to measure the productive skills of speaking and writing (Arthur Hughes, 1989: 14). In Authentic Assessment, we can ask the student to write personal letter when the material is personal letter. We also can ask them to do conversation about greeting in speaking class. The acts of writing personal letter give us information about the students ability. With listening and reading, however, it is necessary to get candidates not only to listen or read but also to demonstrate that they have done this successfully (Arthur Hughes, 1989: 14).

2. Strength and limitationa. Strength (Arthur Hughes, 1989, p 14) Provide that we are clear about just what abilities we want to assess, it is relatively straightforward to create the conditions which will elicit the behaviour on which to base our judgements. At least in the case of productive skills, the assessment and interpretation of students performance is also quite straightforward. Since practice for the test involves practice of the skills that we wish to foster, there is likely to be helpful backwash effect.b. Limitation (Mehrens, 1992) These include subjectivity in scoring. The costliness of administering and scoring. The narrow range of skills that are typically assessed. Inter-rater reliability can be difficult to achieve with authentic assessment. Limit its value as a measure of general learning outcomes.

5. Characteristicsa. Performing a Task: On traditional assessments, students are typically given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to select the right answer. b. Real-life: More commonly in life, as in authenticassessments, we are asked to demonstrate proficiency by doing something.c. Construction/Application of Knowledge: Tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. However, the demonstration of recall and recognition on tests is typically much less revealing about what we really know and can do than when we are asked to construct a product or performance out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well.d. Student-structured: Authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment.e. Direct Evidence: Authentic assessments offer more direct evidence of application and construction of knowledge. As in the golf example above, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test. Can a student effectively critique the arguments someone else has presented (an important skill often required in the real world)? Asking a student to write a critique should provide more direct evidence of that skill than asking the student a series of multiple-choice, analytical questions about a passage, although both assessments may be useful.f. Untimed exams: Teachers doesnt give limited timeg. Individual / group project: Assessment can be done in group or individual.h. Classroom tests: Assessment is created by the teachers or perhaps a textbook company and aligned with the state standart.6. Types of Authentic AssessmentO'Malley and Pierce have also categorized common types of authentic assessment and the student actions that should be observed and documented. Their examples include the following: Oral Interviews:Teacher asks student questions about personal background, activities, readings, and other interests. Story or Text Retelling:Student retells main ideas or selected details of text experienced through listening or reading. Writing Samples:Student generates narrative, expository, persuasive, or reference paper. Projects/Exhibitions:Student works with other students as a team to create a project that often involves multimedia production, oral and written presentations, and a display. Experiments/Demonstrations:Student documents a series of experiments, illustrates a procedure, performs the necessary steps to complete a task, and documents the results of the actions. Constructed-Response Items:Student responds in writing to open-ended questions. Teacher Observations:Teacher observes and documents the students attention and interaction in class, response to instructional materials, and cooperative work with other students. Portfolios:A focused collection of student work to show progress over time.

7. Instruments of scoringa. Rating scale (Norman E. Gronlund, 6th, 1920): is a kind of instrument for obtaining and recording the observers judgments. It use to measure where is the pupils grade.

b. Checklist (Norman E. Gronlund, 6th, 1920): is a kind of instrument to record whether a competence is present or absent or whether an action was or was not taken. Called yes-no judgment.

c. Rubric (Norman E. Gronlund, 6th, 1920): A scoring scale used to assess student performance along a task-specific set of criteria. Types of rubric are holistic and analitic rubric. Holistic rubric all criteria are assessed as a single score. Holistic rubrics are good for evaluating overall performance on a task. Because only one score is given, holistic rubrics tend to be easier to score. However, holistic rubrics do not provide detailed information on student performance for each criterion; the levels of performance are treated as a whole. Analitical rubric is each criterion is assessed separately, using different descriptive ratings. Each criterion receives a separate score. Analytical rubrics take more time to score but provide more detailed feedback.

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C. Example of Raport (2013)Nama Sekolah : ................................Kelas: .............................Alamat : ................................Semester: 1 (Satu)Nama Peserta Didik : ................................Tahun Pelajaran: Nomor Induk/NISN : ................................

CAPAIAN KOMPETENSI MATA PELAJARANPengetahuan(KI-3)Keterampilan(KI-4)Sikap Spiritual dan Sosial (KI-1 dan KI-2)

Dalam MapelAntarmapel

AngkaPredikatAngkaPredikat

Kelompok A (Wajib)1 41 4SB/ B/ C/ KKesimpulan dari sikap keseluruhan antarmapel, diputuskan melalui rapat semua guru mata pelajaran dengan wali kelas

1Pendidikan Agama dan Budi Pekerti (Nama Guru)

Pekerti

2Pendidikan Pancasila dan Kewarganegaraan (Nama Guru)

3Bahasa Indonesia (Nama Guru)

4Matematika (Nama Guru)

5Sejarah Indonesia (Nama Guru)

6Bahasa Inggris (Nama Guru)

Kelompok B (Wajib)

1Seni Budaya (Nama Guru)

2Pendidikan Jasmani, Olah Raga, dan Kesehatan (Nama Guru)

3Prakarya dan Kewirausahaan(Nama Guru)

Kelompok C (Peminatan)

1.

2.

3.

4.

5.

6.

Ekstra KurikulerKegiatan yang telah dilakukan

1. Praja Muda Karana (Pramuka)

2. dsb.

Ketidakhadiran

Sakit: ........... hari

Izin : ........... hari

Tanpa Keterangan : ........... hari

Mengetahui:....................., .................... 20....Orang Tua/Wali,Wali Kelas,

......................................................................................NIP:

Nama Sekolah : ................................Kelas: .............................Alamat : ................................Semester: 1 (Satu)Nama Peserta Didik : ................................Tahun Pelajaran: Nomor Induk/NISN : ................................

DESKRIPSI MATA PELAJARANKOMPETENSICATATAN

kelompok A (Wajib)

1Pendidikan Agama dan Budi PekertiPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

2Pendidikan Pancasila dan KewarganegaraanPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

3Bahasa IndonesiaPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

4MatematikaPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

5Sejarah IndonesiaPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

6Bahasa InggrisPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

Kelompok B (Wajib)

1Seni Budaya Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

2Pendidikan Jasmani, Olah Raga, dan Kesehatan Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

3Prakarya dan KewirausahaahPengetahuan

Keterampilan

Sikap Spiritual dan Sosial

Kelompok C (Peminatan)

1 Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

2 Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

3..Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

4.Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

5 Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

6 Pengetahuan

Keterampilan

Sikap Spiritual dan Sosial

Mengetahui:.............., .. 20.Orang Tua/Wali,Wali Kelas,

..................................................................................

CONCLUSIONTraditional assessments are the conventional methods of testing which usually produce a written document, such as quiz, exam, or paper. In other words, are the types of assessment that students most often think of when they hear the word test or exam, Authentic assessments are the scoring methods of testing which is the teacher scores students performance directly. We can use both of these methods.

REFERENCES

Dikli, S. (2003). Assessment at a distance: traditional vs.alternative assessments. The Turkish Online Journal of Educational Technology, 2(3), 2, 13-19. Retrieved from http://www.tojet.net/articles/232.pdf Traditional Assessments by Michael Baillie retrieved from https://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCYQFjAA&url=http%3A%2F%2Fwww2.raritanval.edu%2Fdepartments%2FHumanitiesSocSci%2FPart-Time%2FWolfe%2FPowerPoint_as_PDF%2FEdPsych%2FTraditional%2520Assessments.pdf&ei=30x1VNGqFIfMmAXu5oG4Bg&usg=AFQjCNGJ4pOkvwH9q8hcmVz5CnZjyvMh3A&sig2=W0-54Ky_37m52Y8rExXTuw Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisionjs, and directions. Heinle&Heinle: US.Hughes, arthur. 1989. Testing for Language Teachers. Cambridge, UK: Cambridge University Presshttp://jfmueller.faculty.noctrl.edu/toolbox/Wiggins, P. G. (1993). Assessing Students Perfomance. San Francisco: Jossey-Bass Publisher Linn Robert, Grondlund Norman. 1990. Measurement and Evaluation in Teaching.Brown, H. Douglas. 2004. Language Assesment: Principles and Classroom Practice. San Fransisco: San Fransisco State Univercity.J. Franklin (2002)Richard J. StigginsMehrens, (1992) Originally publishedSchool Library Media Activities Monthly14, no. 5 (January 1998). Copyright 1998School Library Media Activities Monthly.

Hal 15

EXAMPLEScoring format of English Speech Name: ________ Class: _____

1 = very bad, 2 = bad, 3 = enough 4 = good, dan 5 = excelent.AspectScore12345UtteranceVocabularyGrammar

Never seldom often always

EXAMPLEGraphic Rating ScaleDirection: Indicate the degree to which this pupil skill by placing an X anywhere along the horizontal line under each item.

To what extent does the pupil be active in speaking class? DisadvantagesName: ________ Class: _____

EXAMPLENoAspek Yang DinilaiBaikTidak baikOrganization ( Introduction, body, conclusion)Content ( depth of knowledge, logic)FluencyLanguage:pronunciationgrammarvocabularyPerformance ( eye contact, facial expression, gesture)Skor yang dicapai Skor maksimumNote:1 = Good0 = Bad123457Holistic RubricScore LevelCriteria4The students accent has no trace of first language influence. Accent is fairly Standard American. 3The students accent is very understandable by a native American although some intonation can be inconsistent and can be traced back to L1 intonation. 2The students accent is evidently very much affected by L1 intonation. However, it is fairly understandable. 1The students accent is very much affected by L1 intonation and it is difficult to understand. Analytic RubricCriteriaWt4321 Organizationx2Information in logical, interesting sequence which reader can follow. Student presents information in logical sequence which reader can follow. Reader has difficulty following work because student jumps around. Sequence of information is difficult to follow. Content x2Student demonstrates full knowledge (more than required). Student is at ease with content, but fails to elaborate. Student is uncomfortable with content and is able to demonstrate basic concepts. Student does not have grasp of information; student cannot answer questions about subject. Vocabularyx1Few errors; precise and appropriateFairly broad vocabulary; some errorsAdequate but repetitive ; invented wordsWords dont fit the context; hard to understandNeatnessx1Work is neatly done. Work has one or two areas that are sloppy. Work has three or four areas that are sloppy. Work is Illegible. Analytic RubricCriteriaWt4321 Organizationx2Information in logical, interesting sequence which reader can follow. Student presents information in logical sequence which reader can follow. Reader has difficulty following work because student jumps around. Sequence of information is difficult to follow. Content x2Student demonstrates full knowledge (more than required). Student is at ease with content, but fails to elaborate. Student is uncomfortable with content and is able to demonstrate basic concepts. Student does not have grasp of information; student cannot answer questions about subject. Vocabularyx1Few errors; precise and appropriateFairly broad vocabulary; some errorsAdequate but repetitive ; invented wordsWords dont fit the context; hard to understandNeatnessx1Work is neatly done. Work has one or two areas that are sloppy. Work has three or four areas that are sloppy. Work is Illegible.