CURRICULUM MATERIAL AND DEVELOPMENT

TRADITIONAL VS AUTHENTIC ASSESSMENT

Compiled by:
Windi Setiyawan (1201050096)
Abdul Basit (1201050112)
Ratih Setioningsih (1401050083)

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
THE UNIVERSITY MUHAMMADIYAH OF PURWOKERTO
2013
Hal 1

A. Traditional Assessment
1. Definition
Traditional assessment are the conventional methods of testing which usually
produce a written document, such as quiz, exam, or paper. Standarized tests, most state
achievement test, and high school graduation examination are also exxamples of
traditional assessment.(Jon Mueller, 2006). The example of traditional assessment are
multiple choice, gap fill, true-false, matching.
2. Strengths and weaknesses
a. Strength (Bailey, 1998)
Easy to give score
More reliable
Reducing the chances of learners guessing
b. Weaknesses (J.Franklin 2002 and Bailey, 1998)
Evaluation of students' higher-order thinking

skills,

problem

solving,

attitudes, and other abilities cannot be quantified easily

Traditional assessment does not involve discussions, classroom projects, and
other programs designed to show material to students and impart knowledge that

the teachers can then observe and measure.

Cheating may be facilitated.

3. Characteristics
a. Selecting a Response: On traditional assessments, students are typically given
several choices (e.g., a,b,c or d; true or false; which of these match with those) and
asked to select the right answer.
b. Contrived: It is not very often in life outside of school that we are asked toselect
from four alternatives to indicate our proficiency at something. Tests offer these
contrived means of assessment to increase the number of times you can be asked
todemonstrate proficiency in a short period of time.
c. Recall/Recognition of Knowledge: Well designed traditional assessments (i.e.,
tests and quizzes) can effectively determine whether or not students have acquired a
body of knowledge. Thus, as mentioned above, tests can serve as a nice
complement to authentic assessments in a teacher's assessment portfolio.
Furthermore, we are often asked to recall or recognize facts and ideas and
propositions in life, so tests are somewhat authentic in that sense. However, the
demonstration of recall and recognition on tests is typically much less revealing
about what we really know and can do than when we are asked to construct a
product or performance out of facts, ideas and propositions.

Hal 2

d. Teacher-structured: When completing a traditional assessment, what a student can

and will demonstrate has been carefully structured by the person(s) who developed
the test. A student's attention will understandably be focused on and limited to what
is on the test.
e. Indirect Evidence: Even if a multiple-choice question asks a student to analyze or
apply facts to a new situation rather than just recall the facts, and the student selects
the correct answer, what do you now know about that student? Did that student get
lucky and pick the right answer? What thinking led the student to pick that answer?
We really do not know. At best, we can make some inferences about what that
student might know and might be able to do with that knowledge. The evidence is
very indirect, particularly for claims of meaningful application in complex, realworld situations.
f. Speeded exam: There is limited time
g. Individual project: Students do the test individually.
h. Standarized test: Assessment is created by a testing agency outside of the school
environment.
4. Type of the traditional assesment
Objective and subjective are two types different types of tests.
a. Objective tests consist of:
- Multiple-choice
- Fill-in-the-blank
- Short answer
- True and false
- Matching
Keep a record of how the students did answering the questions.
b. Subjective tests consist of essay or critical thinking questions. A test in which there
-

is no one correct answer.

It is very important that all the essays are graded fairly.

B. Authentic Assessment
1. Definition
Authentic Assessment also called Direct Assessment, Alternative Assessment, and
Performance Assessment. Arthur Hughes (1989, 14) said that testing is said to be direct
when it requires the candidate to perform precisely the skill which we wish to measure.
If we want to know how well students can write letter, we get them to write letter. If we
want to know how well they pronounce a language, we get them to speak. We can say
that Authentic Assessment tests application of knowledge and skills.
Authentic Assessment that is performance-oriented with the assessment that aims
to measure not only the correctness of the response but also the thought process
involved in arriving at the response, and that encourage students to reflect their learning
Hal 3

in both depth and breadht, the belief is that instruction will be pushed into more
thoughtful reflexive, richer mode as well.
Authentic assessments call upon the examinee to demonstrate specific skills and
comperhencies, that is, to apply the skills and knowledge they have mastered (Richard
J. Stiggins)
Direct testing is easier to carry out when it is intersted to measure the productive
skills of speaking and writing (Arthur Hughes, 1989: 14). In Authentic Assessment, we
can ask the student to write personal letter when the material is personal letter. We also
can ask them to do conversation about greeting in speaking class. The acts of writing
personal letter give us information about the students ability. With listening and
reading, however, it is necessary to get candidates not only to listen or read but also to
demonstrate that they have done this successfully (Arthur Hughes, 1989: 14).
2. Strength and limitation
a. Strength (Arthur Hughes, 1989, p 14)
Provide that we are clear about just what abilities we want to assess, it is
relatively straightforward to create the conditions which will elicit the behaviour

on which to base our judgements.

At least in the case of productive skills, the assessment and interpretation of

students performance is also quite straightforward.

Since practice for the test involves practice of the skills that we wish to foster,

there is likely to be helpful backwash effect.

b. Limitation (Mehrens, 1992)
These include subjectivity in scoring.
The costliness of administering and scoring.
The narrow range of skills that are typically assessed.
Inter-rater reliability can be difficult to achieve with authentic assessment.
Limit its value as a measure of general learning outcomes.
5. Characteristics
a. Performing a Task: On traditional assessments, students are typically given several
choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to
select the right answer.
b. Real-life: More commonly in life, as in authenticassessments, we are asked to
demonstrate proficiency by doing something.
c. Construction/Application of Knowledge: Tests can serve as a nice complement to
authentic assessments in a teacher's assessment portfolio. Furthermore, we are often
asked to recall or recognize facts and ideas and propositions in life, so tests are
somewhat authentic in that sense. However, the demonstration of recall and
Hal 4

recognition on tests is typically much less revealing about what we really know and
can do than when we are asked to construct a product or performance out of facts,
ideas and propositions. Authentic assessments often ask students to analyze,
synthesize and apply what they have learned in a substantial manner, and students
create new meaning in the process as well.
d. Student-structured: Authentic assessments allow more student choice and
construction in determining what is presented as evidence of proficiency Even when
students cannot choose their own topics or formats, there are usually multiple
acceptable routes towards constructing a product or performance. Obviously,
assessments more carefully controlled by the teachers offer advantages and
disadvantages. Similarly, more student-structured tasks have strengths and
weaknesses that must be considered when choosing and designing an assessment.
e. Direct Evidence: Authentic assessments offer more direct evidence of application
and construction of knowledge. As in the golf example above, putting a golf student
on the golf course to play provides much more direct evidence of proficiency than
giving the student a written test. Can a student effectively critique the arguments
someone else has presented (an important skill often required in the real world)?
Asking a student to write a critique should provide more direct evidence of that skill
than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.
f. Untimed exams: Teachers doesnt give limited time
g. Individual / group project: Assessment can be done in group or individual.
h. Classroom tests: Assessment is created by the teachers or perhaps a textbook
company and aligned with the state standart.
6. Types of Authentic Assessment
O'Malley and Pierce have also categorized common types of authentic assessment and the
student actions that should be observed and documented. Their examples include the
following:

Oral Interviews: Teacher asks student questions about personal background,

activities, readings, and other interests.

Story or Text Retelling: Student retells main ideas or selected details of text
experienced through listening or reading.

Writing Samples: Student generates narrative, expository, persuasive, or reference

paper.

Hal 5

Projects/Exhibitions: Student works with other students as a team to create a project

that often involves multimedia production, oral and written presentations, and a
display.

Experiments/Demonstrations: Student documents a series of experiments, illustrates

a procedure, performs the necessary steps to complete a task, and documents the
results of the actions.

Constructed-Response Items: Student responds in writing to open-ended questions.

Teacher Observations: Teacher observes and documents the students attention and
interaction in class, response to instructional materials, and cooperative work with
other students.

Portfolios: A focused collection of student work to show progress over time.

7. Instruments of scoring
a. Rating scale (Norman E. Gronlund, 6th, 1920): is a kind of instrument for obtaining
and recording the observers judgments. It use to measure where is the pupils
grade.

Hal 6

b. Checklist (Norman E. Gronlund, 6th, 1920): is a kind of instrument to record

whether a competence is present or absent or whether an action was or was not
taken. Called yes-no judgment.

c. Rubric (Norman E. Gronlund, 6th, 1920): A scoring scale used to assess student
performance along a task-specific set of criteria. Types of rubric are holistic and
analitic rubric. Holistic rubric all criteria are assessed as a single score. Holistic
rubrics are good for evaluating overall performance on a task. Because only one
Hal 7

score is given, holistic rubrics tend to be easier to score. However, holistic rubrics
do not provide detailed information on student performance for each criterion; the
levels of performance are treated as a whole. Analitical rubric is each criterion is
assessed separately, using different descriptive ratings. Each criterion receives a
separate score. Analytical rubrics take more time to score but provide more detailed
feedback.

Hal 8

C. Example of Raport (2013)

Nama Sekolah

: ................................

Kelas

: .............................

Alamat

: ................................

Semester

: 1 (Satu)

Nama Peserta Didik

: ................................

Tahun Pelajaran

Nomor Induk/NISN

: ................................

CAPAIAN KOMPETENSI

MATA
PELAJARAN
Kelompok A (Wajib)
1 Pendidikan Agama dan Budi
Pekerti (Nama Guru)
2

Pendidikan Pancasila dan

Kewarganegaraan (Nama
Guru)

Pengetahuan
(KI-3)

Keterampilan
(KI-4)

Angka Predikat Angka Predikat

14
14

Sikap Spiritual dan Sosial

(KI-1 dan KI-2)
Dalam Mapel

Antarmapel

SB/ B/ C/ K

Kesimpulan dari
sikap keseluruhan
antarmapel,
diputuskan melalui
rapat semua guru

Hal 9

MATA
PELAJARAN

Pengetahuan
(KI-3)

Sikap Spiritual dan Sosial

(KI-1 dan KI-2)

Keterampilan
(KI-4)

Angka Predikat Angka Predikat

4
5
6

Dalam Mapel

Antarmapel

Bahasa Indonesia (Nama

Matematika (Nama Guru)
Sejarah Indonesia (Nama
Guru)
Bahasa Inggris (Nama Guru)

Kelompok B (Wajib)
1 Budaya (Nama Guru)
Seni
Pendidikan Jasmani, Olah
2
Raga, dan Kesehatan (Nama
Guru)
3 Prakarya dan Kewirausahaan
(Nama Guru)

mata pelajaran
dengan wali kelas

Kelompok C (Peminatan)
1
2
3
4
5
6

.
.
.
.
.
.

Ekstra Kurikuler

Kegiatan yang telah dilakukan

1. Praja Muda Karana

(Pramuka)
dsb.
Ketidakhadiran
Sakit
: ........... hari
: ........... hari
Izin
: ........... hari
Tanpa Keterangan

Mengetahui:
Orang Tua/Wali,

..................................

....................., .................... 20....

Wali Kelas,

....................................................
NIP:

Hal 10

Nama Sekolah

: ................................

Kelas

: .............................

Alamat

: ................................

Semester

: 1 (Satu)

Nama Peserta Didik

: ................................

Tahun Pelajaran

Nomor Induk/NISN

: ................................

DESKRIPSI
MATA PELAJARAN

KOMPETENSI

CATATAN

kelompok A (Wajib)
Pengetahuan
1

Pendidikan Agama dan

Budi Pekerti

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Pendidikan Pancasila
dan Kewarganegaraan

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Bahasa Indonesia

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Matematika

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Sejarah Indonesia

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Bahasa Inggris

Keterampilan
Sikap Spiritual dan Sosial

Kelompok B (Wajib)
Pengetahuan
1

Seni Budaya

Keterampilan
Sikap Spiritual dan Sosial

Pendidikan Jasmani,
Olah Raga, dan
Kesehatan
Prakarya dan
Kewirausahaah

Pengetahuan
Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan
Keterampilan
Sikap Spiritual dan Sosial

Kelompok C (Peminatan)
Pengetahuan
1

Keterampilan
Sikap Spiritual dan Sosial

Pengetahuan
Keterampilan

Hal 11

MATA PELAJARAN

KOMPETENSI

CATATAN

Sikap Spiritual dan Sosial

Pengetahuan
3

..

Keterampilan
Sikap Spiritual dan Sosial

Pengetahuan
Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Keterampilan
Sikap Spiritual dan Sosial
Pengetahuan

Keterampilan
Sikap Spiritual dan Sosial

Mengetahui:

.............., .. 20.

Orang Tua/Wali,

Wali Kelas,

.................................

.................................................

Hal 12

CONCLUSION
Traditional assessments are the conventional methods of testing which usually
produce a written document, such as quiz, exam, or paper. In other words, are the types of
assessment that students most often think of when they hear the word test or exam,
Authentic assessments are the scoring methods of testing which is the teacher scores students
performance directly. We can use both of these methods.

Hal 13

REFERENCES

Dikli, S. (2003). Assessment at a distance: traditional vs.alternative assessments. The Turkish

Online

Journal

of

Educational

Technology,

2(3),

2,

13-19.

Retrieved

from

http://www.tojet.net/articles/232.pdf
Traditional Assessments by Michael Baillie retrieved from https://www.google.co.id/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCYQFjAA&url=
http%3A%2F%2Fwww2.raritanval.edu%2Fdepartments%2FHumanitiesSocSci%2FPartTime%2FWolfe%2FPowerPoint_as_PDF%2FEdPsych%2FTraditional
%2520Assessments.pdf&ei=30x1VNGqFIfMmAXu5oG4Bg&usg=AFQjCNGJ4pOkvwH9q8h
cmVz5CnZjyvMh3A&sig2=W0-54Ky_37m52Y8rExXTuw
Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisionjs, and
directions. Heinle&
Heinle: US.
Hughes, arthur. 1989. Testing for Language Teachers. Cambridge, UK: Cambridge University
Press
http://jfmueller.faculty.noctrl.edu/toolbox/
Wiggins, P. G. (1993). Assessing Students Perfomance. San Francisco:

Jossey-Bass

Publisher
Linn Robert, Grondlund Norman. 1990. Measurement and Evaluation in Teaching.
Brown, H. Douglas. 2004. Language Assesment: Principles and Classroom Practice. San
Fransisco: San Fransisco State Univercity.
J. Franklin (2002)
Richard J. Stiggins
Mehrens, (1992)
Originally published School Library Media Activities Monthly 14, no. 5 (January 1998). Copyright
1998 School Library Media Activities Monthly.

Hal 14