Main Article Content

Abstract

Kegiatan pembelajaran yang baik dan bermakna juga memerlukan sebuah penilaian yang baik. Perencanaan dan proses pembelajaran harus diakhiri dengan sebuah tahapan penilaian yang berkualitas. Penelitian desain kualitatif ini bertujuan untuk mengetahui praktik, masalah, dan kendala guru dalam kegiatan penilaian otentik. Penelitian melibatkan guru bahasa Inggris yang tergabung dalam Musyawarah Guru Mata Pelajaran Sekolah Bahasa Inggris di Flores. Data diambil dengan teknik observasi, wawancara, dan studi dokumentasi. Hasil penelitian menemukan bahwa implementasi penilaian otentik untuk mata pelajaran bahasa Inggris belum berjalan dengan baik. Kesiapan guru terkait instrumen, penentuan tipe penilaian, dan prosedur penilaian menjadi masalah dalam penerapannya. Selain itu, alokasi waktu dan kemampuan siswa merupakan tantangan yang dihadapi guru dalam menjalankan proses penilaian. Oleh karena itu, guru harus menyiapkan sebuah instrumen, penentuan tipe, dan prosedur penilaian dengan baik.

Keywords

penilaian otentik asesmen bahasa Inggris kendala penilaian pemahaman guru

Article Details

How to Cite
Canggung Darong, H., Niman, E. M., Fatwamati , F., & Nendi, F. (2022). IMPLEMENTASI PENILAIAN OTENTIK OLEH GURU BAHASA INGGRIS DI FLORES . Jurnal Pendidikan Dan Kebudayaan, 7(1), 65 - 77. https://doi.org/10.24832/jpnk.v7i1.2639

References

  1. Bennett, R.E. (2011). A Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. doi.org/10.1080/0969594X.2010.513678
  2. Black, P. (2015). A formative assessment – an optimistic but incomplete vision. Assessment in Education: Principles, Policy & Practice, 22(1), 161–177. doi.org/10.1080/0969594X.2014.999643
  3. Black, P.J., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(5), 5–29. doi.org/10.1007/s11092-008-9068-5
  4. Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 1–25. doi.org/10.1080/0969594X.2018.1441807
  5. Brookhart, S.M., Moss, C.M., & Long, B.A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles , Policy & Practice, 17(1), 41–58. doi.org/10.1080/09695940903565545
  6. Clark, I. (2010). Formative assessment/ : There is nothing so practical as a good theory. Australian Journal of Education, 54(3), 341–352. doi:10.1177/000494411005400308
  7. Darong, H.C & Niman, E.M. (2021). Do teacher questions function as assessment for learning? Randwick International of Education and Linguistics Science (RIELS) Journal, 2(3), 437- 454. doi.org/10.47175/rielsj.v2i3.308
  8. Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Boud, D., Molloy, E., … Phillips, M. (2018). What makes for effective feedback: Staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 1–12. doi.org/10.1080/02602938.2018.1467877
  9. Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Thousands Oaks, C.A: Corwin Press.
  10. Ekberg, S., Danby, S., Davidson, C., & Thorpe, K.J. (2016). Identifying and addressing equivocal trouble in understanding within classroom interaction. Discourse Studies, 18(1), 3–24. doi.org/10.1177/1461445615613178
  11. Ekembe, E.E. (2014). Interaction and uptake in large foreign language classrooms. RELC Journal, 45(3), 237–251. doi.org/10.1177/0033688214547036
  12. Ermawati, S., & Hidayat, T. (2017). Penilaian autentik dan relevansinya dengan kualitas hasil pembelajaran (Persepsi Dosen dan Mahasiswa IKIP PGRI Bojonegoro). Jurnal Pendidikan Ilmu Sosia, 27(1), 92–103.
  13. Gotwals, A.W., & Birmingham, D. (2015). Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ Growth in Formative Assessment Practices. Res Sci Educ, 46(3), 365–388. doi.org/10.1007/s11165-015-9461-2
  14. Harida, E.S. (2015). Authentic assessment for reading comprehension. English Education, 3(02),1–15. doi.org/10.24952/ee.v3i02.1202
  15. Herman, J., Osmundson, E., Dai, Y., Ringstaff, C., & Timms, M. (2015). Investigating the dynamics of formative assesment : Relationships between teacher knowledge, assessment practice and learning. Assessment in Education: Principles, Policy & Practice, 22 (3), 344-367. doi.org/10.1080/0969594X.2015.1006521
  16. Ketabi, S. (2014). Classroom and formative assessment in second/foreign language teaching and learning. Theory and Practice in Language Studies, 4(2), 435–440. doi.org/10.4304/tpls.4.2.435-440
  17. Kleij, F. Van Der, Vermeulen, J.A., Inholland, H., Schildkamp, K., & Eggen, T.J.H.M. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 324–343. doi.org/10.1080/0969594X.2014.999024
  18. Mccallum, S., Milner, M.M., Mccallum, S., & Milner, M.M. (2020). The effectiveness of formative assessment: Student views and staff reflections. Assessment & Evaluation in Higher Education, 46(1), 1–16. doi.org/10.1080/02602938.2020.1754761
  19. Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis. Beverly Hills: Sage Publications.
  20. Mimirinis, M. (2018). Qualitative differences in academics’ conceptions of e-assessment. Assessment & Evaluation in Higher Education, 44(2), 1–16. https://doi.org/10.1080/02602938.2018.1493087
  21. Nisrokha. (2018). Authentic assessment (Penilaian Otentik). Jurnal Madaniyah, 8(2), 209–229.
  22. Nitko, A.J. (2004). Performance, portfolio, and authentic assessments: An Overview. Educational Assessment of Students. Columbus, Ohio: Pearson.
  23. O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment for english language leraners: Practical approaches for teachers. Addison-Wesley Publishing.
  24. Rahayu, N.K., Paramartha, A.A.G.Y., & Dewi, N.L.P.E.S. (2021). The implementation of authentic assessment in english instruction. Jurnal Pendidikan Dan Pengembangan Pendidikan, 5(1), 122–128. https://ejournal.undiksha.ac.id/index.php/JJL/index%0AThe
  25. Rizavega, I.H. (2018). Authentic assessment based on curriculum 2013 carried by EFL Teacher. Jurnal Profesi Keguruan, 4(2), 142–149. https://journal.unnes.ac.id/nju/index.php/jp
  26. Sahyoni & Saim, M. (2017). Authentic assessment of speaking skill for grade I junior high school. Komposisi: Jurnal Pendidikan Bahasa, Sastra Dan Seni, 18(1), 15–26. doi.org/10.24036/komposisi.v18i1.6509
  27. Suwartono, T. & Riyani, C. (2019). Authentic assessment in ELT: Hopes, challenges and practices. refleksi edukatika/ : Jurnal Ilmiah Kependidikan, 9(2), 112–120. doi.org/10.24176/re.v9i2.2865
  28. Taufina & Chandra. (2017). The implication of authentic assessment in thematic integrated learning process at lower level elementary school. Advances in Social Science, Education and Humanities Research (ASSEHR), 169, 140–143.
  29. van der Kleij, F., Vermeulen, J.A., Schildkamp, K., & Eggen, T.J.H.M. (2015). Integrating databased decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 1-20. doi.org/10.1080/0969594X.2014.999024
  30. Wildan. (2017). Pelaksanaan penilaian autentik aspek pengetahuan, sikap dan keterampilan di sekolah atau madrasah. Jurnal Tatsqif, 15(2), 1–23. doi.org/10.20414/jtq.v15i2.3
  31. Zhou, J., Dawson, P., Tai, J.H., & Bearman, M. (2020). How conceptualising respect can inform feedback pedagogies. Assessment & Evaluation in Higher Education, 46(1), 1–12. doi.org/10.1080/02602938.2020.173349