Developing an Authentic Assessment Model in Elementary School Science Teaching

Abstract

This study aims at developing a model of authentic assessment, which can reveal the students’ creativity and the potential , develop their character and fulfill the requirements of a good assessment. The developed assessment model instrument consists of three kinds: (1) performance assessment, which consists of tasks and assessment rubrics; (2) assessment of the character of the students and its assessment criteria; and (3) assessment questionnaire of the scientific attitude. The problems formulated in this study are: (1) What is the procedure in developing authentic learning assessment model of SD/MI grades IV and V in this study? (2) What is the quality of the product?

The Authentic Assessment Model (AAM) in teaching science at elementary schools (SD/MI) in this study was developed by using the Research and Development method based on the model of learning development by Borg & Gall, which was modified. The procedure was divided into three stages of development, namely the planning stage, development stage and trial stage. The subjects of the try out were student of grades IV and V in eight elementary schools (SD / MI) in Sleman and Magelang. The data analysis techniques used were qualitative and quantitative. The qualitative approach was used to analyze the input from experts and teachers and, the quantitative approach was used to analyze the results of experts’ validation using Aikends validity, inter-rater reliability using Kappa formula, and reliability of the instrument using the Alpha formula , and factor analysis using SPSS and Lisrel.

Conclusions of this study are as follows: (1) The procedure of the authentic assessment model development follows the stages of research and development. The stages include presurvey research, problem analysis, analysis of curriculum, research studies, experts’ consultation, and drafting a model. The stages of development include experts’ validation, reliability test, materialized test, teacher training, limited trials, and expanded trials. The try out testing was carried out in eight elementary schools in Sleman and Magelang (2) The quality of the developed products (a) the developed authentic assessment model has a valid criterion as a model, in terms of aspects of the task, rubrics, authentic assessment principles, learning activities, and teaching implementation, and all these aspects meet a very good criterion and can be used without revision. (b) The instruments of AAM in teaching science classes IV and V have met the criteria as a valid, reliable, objective, systematic, and practical instrument.

Keywords: authentic assessment, teaching science, elementary schools