Authentic Assessment Based on Teaching and Learning Trajectory

Cheaerul Rochman, Dindin Nasrudin, and Rahayu Kariadinata

UIN Sunan Gunung Djati Bandung, Jl. A. H. Nasution No.105, Bandung, Indonesia

{chaerulrochman99, dindin.nasrudin,rahayu.kariadinata}@uinsgd.ac.id

Keywords: Authentic assessment, teaching learning trajectory, student activity sheet.

Abstract: Authentic assessment is needed by lecturers as a consideration to determine the success of a lesson. The

lecturer must be able to ensure that each step of teaching can be followed by the students. The efforts to ensure

the learning process in every student cannot be obtained authentically. The purpose of this research is to offer

authentic assessment design based on the teaching sequence of lecturer and learning process of student or

Authentic Assessment Based on Teaching Learning Trajectory (AABTLT) using Student Activity Sheet

(SAS). The method used is quasi experimental research. This research indicates that AABTLT by using SAS

can increase student involvement in learning process and increase students' competence gradually. The study

recommends that AABTLT with SAS can be used in a more operational learning process.

1 INTRODUCTION

Authentic assessment is needed by educators for

determining the success of a lesson. The success of

learning is affected by the understanding of the

effects of content, context, and learning variability in

the learning process (Linda Darling-Hammonda and

Snyder, 2000). Every educators should be able to

ensure every step of teaching can be followed by their

students' learning steps. One of the principles is that

the activities of educators and learners should be

authentic, including classroom learning activities and

all other interactions. Educators as important

components that determines the success of the

learning process and assessment should be able to

obtain the process and learning outcomes of learners

at every step of learning. The development of an

educator's assessment capability is a necessity

because educators are one of the determinants of

authentic assessment success in an educational

institution.

One of the models for developing authentic

assessments is authentic assessment based on

teaching and learning sequences or authentic

assessment based on teaching learning trajectory

(AABTLT) or by using Student Activity Sheet (SAS).

There is a pattern of assessment shifts from the

outcome assessment done at the end of the learning

process to the assessment of the process. Some

experts suggest using this authentic assessment as an

effort to improve the process as well as the learning

outcomes. Authentic assessment and feedback from

learners influence the effectiveness of teacher and

student interaction (Dinthera, Dochya, and Segers,

2015).

Authentic assessments that take into account the

sequence of teaching and learnering should be done

in the form of a framework(Sztajn, Confrey, Wilson,

and Edgington, 2012). The problems include ensuring

that the instructor's teaching sequence is followed by

the syudents’ learning sequence. The difficulty occurs

when the educators do not have a track record of how

their students understand the concept stages. In

addition, the educators struggle in recording learners'

understanding of concepts and activities when the

learning process takes place. In fact, research show

that authentic assessment by educators through

activities such as portfolios is more effective than just

assessing the outcomes at the end of the learning

process.

In order for educators to be skilled in using

authentic assessments, an assessment framework that

consists of formulating learning objectives, selecting

learning materials, organizing learning activities, and

formative evaluation is strongly needed. This

research attempt to revealed the role of authentic

assessment in teaching and learning sequence or

authentic assessment based on teaching learning

trajectory (AABTLT) by using Student Activity Sheet

(SAS).

174

Rochman, C., Nasrudin, D. and Kariadinata, R.

Authentic Assessment Based on Teaching and Learning Trajectory.

In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 1, pages 174-177

ISBN: 978-989-758-316-2

2 METHODS

This research was quasi experimental study in which

applying AABTLT using SAS as the treatment for the

experiment in Research Methodology subject. The

authentic assessment was done using 5E cycle that

includes engagement, exploration, explanation,

extension, and evaluation.

The description of 5E cycle application in

AABTLT using SAS is described in table 1.

Table 1: 5E Cycle Application in AABTLT using SAS.

Step

Activities

Engagement

 Describing and writing down

learning objectives

 Delivering and writing out

aperception

 Stimulating and transcribing

questions

Exploration

 Doing and planning group and

individual activities

 Presenting and responding to

discussions

 Drafting lesson concepts

 Aassessing students groupwork

Explanation

 Presenting the perceived concepts

 Responding other students’

presentation

 Writing out and communicating the

discussion

 Reinforcing the concepts and the

students’ findings

Extension

 Writing out the perceived concepts

 Giving argument for the concepts

 Finding Information to reinforce the

concepts

Evaluation

 Answering formative questions

 Ensuring learning objective

accomplishment

The 5E sequence model was used as material for

filling the SAS in research method for 2 phases, ie 3

meetings before midterm and 3 after midterm exam.

Subjects in this study are students of even

semester in 2016/2017 academic year enrolled in

Research Methodology course as many as 60 people

in Physics Education Studies Program UIN Sunan

Gunung Djati Bandung, Indonesia. Research

Methodology Topics studied in this research are

Development of Research Instrument. The topic has

a very important position and requires the ability of

consistency and creativity as well as construction of a

strong analytical understanding.

2.1 Classroom Organization

AABTLT is an evaluation technique designed to get

the data of how much understanding and how many

activities the students have done to the material

presented by the lecturer. AABTLT used Student

Activity Sheet (SAS) (Katerine Bielaczyc, 1995).

Each learner (student) has a sheet of paper to write

down all activities during the learning process

(Timothy F Slater, 1996). Although students are

organized into groups of 5 -7 people, they are still free

to get the clarification and instructions from the

lecturers.

The lecturer arranges the order of the teaching

design (teaching trajectory) accompanied by a list of

questions, competencies that must be possessed by

learners in accordance with the 5E framework.

During the learning process, the lecturer asked

questions to measure learners' understanding. The

level of understanding of the learners was measured

from the authentic answers written the students

activity sheet (SAS). The squence of the answer from

the students represents their learning trajectory.

2.2 Research Instruments

The research instrument consists of student activity

sheet (SAS), which is designed following the

sequence of lecturer learning activities in research

methodology course and student work result at the

end of each lesson. This SAS instrument is the source

of information about learners' learning sequence

(learning trajectory).

2.3 Data Collection Technique

The data collected includes the results of all student

activity sheets (SAS) and classroom group discussion

activities. The research methodology problem

presented is a challenging and comprehensive set of

issues.

Research data that can be collected in the form of

answers to lecturer questions, answers to questions of

discussion, observations, responses to other students'

presentations, or answers to formative questions. The

overall answers of learners are within the framework

of the 5E model learning cycle(Larkin, 2014).

2.4 Data Analysis Technique

The overall data obtained from SAS will be separated

based on the learning process phase, ie 3 SAS based

on 3 lecture meetings before midterm and 3 SAS

based on 3 lecture meetings after midterm exam. In

each SAS consists of 5 - 7 questions or assignments,

Authentic Assessment Based on Teaching and Learning Trajectory

175

Any answer or tasks are in the form of a learner

description. Each answer is assessed with a generic

rubric with 0 to 4 scale. 0= not answering, 1= wrong

answer; 2= minimum answer; 3= right but incomplete

answer; 4= right and complete answer.

Scores of all learners on all SAS are processed,

calculated on average, and compared based on the

development of their learning process. Once the data

collection is obtained, it is presented in graphical

form and interpreted.

3 RESULTS AND DISCUSSION

3.1 Comparison Profile Result of

AABTLT

Based on the results of data processing, the research

has come up with the graphic comparison of the

authentic assessment results based on the teaching

sequence / learning sequence and learning from 60

students for 3 meetings (P2, P3.dan P4) before the

middle and 3rd semester exams (P9, P10 and P11)

after midterm exam.

Based on the data, Figure 1 shows that the results

of the authentic assessment on class B are higher at

each meeting. The average score of students in class

B was higher. It might be caused by the readiness of

students in facing the lecture and the readiness of the

lecturer in presenting the lecture material. When in

class A what was implemented before experience

some deficiencies, it can be fixed in the next class.

Overall, the average score of class B was 1,71 and

class A was 1,66.

Figure 1: The comparison of authentic assessment profile

based on teaching and learning trajectory.

Figure 1 also describes that there is a gradual

improvement on the students’ average score from

meeting 2 to meeting 11. It was possible since the

lecturer improves the way he deliver his lesson. And

for the students, they are aware that the lecturer asked

them to record their activities. Both students’

responses, discussion, assignments and other

instructions.

3.2 SAS Profile Based on Model 5E

Circle

Based on the analysis of students’ SAS related to 5E

cycle in authentic assessment based on teaching

learning trajectory (AABTLT) (Ergin, 2012). The

steps of 5E in every meeting is portrayed in Table 2.

Table 2: SAS Profile is based on the implementation of 5 E

cycle Model in all meetings.

Step

Students and Lecturer

Activities

Qualificati

fikasiEnga

gement

Engag

ement

 Describing and writing

down learning objectives

 Delivering and Writing

Aperception

 Stimulating and

transcribing questions

Good

Explor

ation

 Doing and planning group

and individual activities

 Presenting and responding

to discussions

 Drafting lesson concepts

 Aassessing students

groupwork

Good

Moderate

Good

Moderate

Expla

nation

 Presenting the perceived

concepts

 Responding other students’

presentation

 Writing out and

communicating the

discussion

 Reinforcing the concepts

and the students’ findings

Moderate

Extens

ion

 Writing out the perceived

concepts

 Giving argument for the

concepts

 Finding Information to

reinforce the concepts

Moderate

Good

Evalu

ation

 Answering formative

questions

 Ensuring learning objective

accomplishment

Good

Based on table 2, it can be concluded that the

students activity sheet profile for authentic

assessment based on teaching and learning trajectory

ICSE 2017 - 2nd International Conference on Sociology Education

176

through 5E cycle model was categorized as moderate

to good (Rule, 2006). It confirms that students has the

ability to express their understanding relevant to their

lecturer learning model. As in giving real examples in

the learning process (Roelle et.al, 2017; Dyer et.al,

2015; Renkl, 2014; Gulwani, 2014).

3.3 Hypothetical Model of AABTLT,

SAS and Learning Model

Based on data analysis and discussion of research

methodology lecture result by using authentic

assessment using SAS with 5E cycle model

(Campbell, 2006), the correlation between the three

variables is described in figure 2.

Figure 2 shows that there is a correlation between

AABTLT, SAS and learning model in Research

Methodology subject. The learning outcome

improvement was as the result of the synergy and

collaboration of authentic assessment through SAS

using any kind o learning model. This suggested that

educators are recommended to use various learning

method.

Figure 2: the correaltion between AABTLT, Learning

process, SAS and learning outcomes.

4 CONCLUSIONS

It can be concluded that the lecturer’s teaching and

the students’ learning trajectory are represented by

authentic student activity sheets. In addition, SAS

can also represent the students’ learning sequence and

and how they comprehend the learning authentically.

All students’ answer in SAS can be used as the

process and result assessment in Research

Methodology subject. Furthermore, authentic

assessment based on teaching learning trajectory

(AABTLT) can improve students’ focus and success.

ACKNOWLEDGEMENTS

Researcher acknowledges UIN Sunan Gunung Djati

Bandung Research Center who has facilitated

researchers in completing the research until the

publication of this paper.

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SAS

Learning

Model

Result

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