Open AccessManagement of authentic assessment in mathematics lessons to develop 4C skills
Author(s) -
Nur Eva Zakiah,
D. Fajriadi
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1613/1/012050
Subject(s) - rubric , authentic assessment , documentation , curriculum , mathematics education , peer assessment , psychology , competency assessment , vocational education , process (computing) , medical education , scale (ratio) , pedagogy , computer science , medicine , physics , quantum mechanics , programming language , operating system
Essential skills for 21st-century called 4c, namely critical thinking, creativity, collaboration, and communication. This ability is following the demands of the curriculum and can be developed in mathematics learning. Concerning assessment, all student views in a series of learning activities can be assessed objectively, as is, and not only based on the final results using an authentic assessment. Thus, this study aims to describe the management of authentic assessment in mathematics lessons to develop 4c skills. This study uses qualitative research with a case study method. The research subjects were mathematics teachers and grade X students at one of the state vocational high schools in West Java province. The data in this study came from observations, interviews, and documentation. Data analysis of aspects of the teacher’s role, support systems, social systems, instructional impacts, and assessment management. The results of this study indicate that: (1) The formulation of assessment instruments is carried out by formulating assessment objectives, making assessment grids, making instruments assessment following assessment guidelines, and analyzing the quality of the instruments; (2) Assessment of attitude aspects using observation and journals techniques. Knowledge assessment uses oral tests, written tests, and assignments according to the competencies being assessed. Skill assessments are conducted through practices or other techniques by competencies assessed using an assessment scale accompanied by a rubric; (3) Utilizing the results of the assessment to monitor and evaluate the process, learning progress, and improvement of students’ learning outcomes.