| dc.identifier.citation | Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education. Dendrinos, B. Introduction to Testing and Assessment. Faculty of English Language & Literature, National & KapodistrianUniversity of AthensM. Retrived from https://eclass.uoa.gr/modules/documen/file.php/ENL286/Testing%20and%20assessment.pdf, retrieved on 25 February 2019. Karter, Terrance. (2019). Differences between Assessment and Testing. Online internet. Retrieved from http://www.theclassroom.com/differences-between-testing-assessment-8090151, 23/4/2019. Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 66 Tahun 2013 tentang Standard penilaian pendidikan. .Retrieved from http://luk.staff.ugm.ac.id/atur/bsnp/Permendikbud66-2013SPenilaian.pdf. Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2013). Peraturan Menteri Pendidikan dan Kebudayaan No. 81a tentang Implementasi Kurikulum 2013.The Ministry of Education and Culture, Jakarta Indonesia. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=2ahUKEwj4tcKi6Z_gAhXHK48KHaBwCDwQFjAAegQIChAC&url=http%3A%2F%2Fluk.staff.ugm.ac.id%2Fatur%2Fbsnp%2FPermendikbud81A2013ImplementasiK13Lengkap.pdf&usg= AOvVaw0kQJSpxtRHBJHRRl xtnMI_ Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). Peraturan Menteri Pendidikan dan KebudayaanNo. 104 tentang Penilaian Hasil Belajar. The ministry of Education and Culture, Jakarta, Indonesia. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwjUmZnw6Z_gAhWJM48KHbHTAckQFjABegQIAhAC&url=http%3A%2F%2Fluk.tsipil.ugm.ac.id%2Fatur%2Fbsnp%2FPermendikbud53-2015Penilaian%2520HasilBelajarDikdasmen.pdf&usg=AOvVaw0XhV74-lAFLjSZuy5qi7wR Koh, Kim H. (2017). Authentic Assessment. Oxford Research Encyclopedia of Education. DOI: 10.1093/acrefore/9780190264093.013.22. Miller, M. David, Robert L linn and Norman E. Gronlund. (2009). Measurement and Assessment in Teaching. New Jersey: Pearson Education. O’Malley, J.ooM., &iiPierce, L.iiV. (1996). AuthenticiiAssessment for EnglishesLanguage Learners: PracticalshApproaches fortheTeachers. Massachusettss:sAddison Wesley PublishingssCompany. Reeves, T.acC.12(2000).ciAlternativessAssessmentrrApproaches forrrOnlineelLearning Environments in Higher Education. Educational Computing Research, 3(1), 101-111. Sadler, D. R. (2009). GradessIntegrityiiand the RepresentationssofaaAcademic Achievement. Studies inaaHigher Education, 34, 807-826 Simonson M., Smaldino, S, Albright, M., & Zvacek, S. (2000). Assessment for Distance Education. Teaching and Learning at a Distance: Foundations of Distance Education. Upper Saddle River, NJ: Prentice-Hall. Susani, R.ggG.(2(2018). TheeiImplementation offfAuthentic Assessmentssin Extensive Reading. InternationalmmJournal offfEducation, 11(1), 87-92.ooDoi: http://dx.doi.org/10.17509/ije.v11i1.9113 | id_ID |
| dc.description.abstract | This research is aimed to analyze the elementary school teachers’ perception and practice of authentic assessment in Sragen regency. This is descriptive-qualitative research. The subjects of the research were three English teachers from two private schools and a teacher from a public elementary school. Data were collected by interviewing the teachers and also observing teaching learning process. The technique of analyzing data in this research is the descriptive analysis. Hence, the collected data were interpreted and analyzed in detail based on the theory of authentic assessment to draw a conclusion. The findings showed that some teachers did not know exactly the meaning of authentic assessment, however actually most of them have practiced it in their classroom. They did not realize that they have applied authentic assessment in teaching learning process. It also showed that they perceived assessment as a test. Meanwhile, authentic assessment in their opinion was a test to measure the result of the students’ learning. Teachers used various types of assessment in the classroom; among others were observation, self assessment, and peer assessment and so on. The application of the authentic assessment should consider three aspects as stated in the regulation of the Minister of Culture and Education namely manner, skills, and knowledge. | id_ID |
