ANALISIS KRITIS KORELASI ASESMEN AUTENTIK DALAM PEMBELAJARAN

Made Adi Nugraha Tristaningrat

Sari


The UNESCO report has established four pillars of education as the basis for education
in the global era: (1) learning to know, learning to learn, (2) learning to do so, learners using
their knowledge to develop skills, (3) learning, while learners use their knowledge and skills to
live, and (4) learning to live together, mutual learning mutual understanding requires mutual
respect for human beings. The follow-up of the educational foundation is the emergence of
orientation towards the establishment of competence in accordance with the demands of the real
world. Field observations show that the scoring system used by teachers in general is a paper
and pencil test because it is considered practical enough in the sense that it does not require a
lot of energy, cost and time. Good judgment refers to an evaluation of student performance as a
whole and produces assumptions about learning and production of the wise, including quality
or achievement of tasks such as tests, projects, reports and examinations. This is offered by the
Authentic Assessment because authentic assessment is the usual learning standard, whether the
assessment is standard or alternative, must include theory, technique, practice, application and
outcome. Authentic assessment in accordance with the UNESCO report. There is a Critical
Access link as the backbone of the competency-based curriculum. And there is a relationship
between applying authentic assessments to the curriculum. There are several challenges that
tend to occur when the application of authentic assessment is done in learning.


Teks Lengkap:

PDF

Refbacks

  • Saat ini tidak ada refbacks.


Jurnal Maha Widya Bhuwana Terindeks Oleh: