Collaborative Strategies in Authentic Assessment: Addressing Opportunities and Challenges in Post-Pandemic Indonesia

Ni Komang Sri Mariati

doi:10.30598/baileofisipvol2iss2pp199-210

Ni Komang Sri Mariati STKIP Agama Hindu Amlapura

DOI: https://doi.org/10.30598/baileofisipvol2iss2pp199-210

Keywords: Authentic Assessment, Post-Pandemic Education, Collaborative Strategies, Teaching and Learning, Educational Challenges

Abstract

The transformation of learning in the post-pandemic era has heightened the demand for students’ skills in navigating real-world situations. This phenomenon necessitates both teachers and students to optimally prepare for the learning process, with authentic assessment serving as a strategic approach to address these challenges. This article aims to identify the challenges and benefits of implementing authentic assessment in the context of post-pandemic education in Indonesia and propose collaborative strategies as an innovative solution. The study employs a qualitative descriptive method based on a literature review, analyzing articles from reputable journals. Data were collected through selection, presentation, and conclusion-drawing processes. The findings reveal that authentic assessment offers significant benefits for both teachers and students, such as enhancing the relevance of learning to real-world needs and developing critical skills. However, several challenges persist, including the substantial time and cost requirements, pressure on teachers to design effective assessments, and student anxiety over unfamiliar assessment formats. To address these challenges, collaborative strategies between teachers and students are proposed as an innovative approach. These strategies involve intensive communication, joint planning, and continuous evaluation to optimize the implementation of authentic assessment. The novelty of this study lies in developing a collaborative approach to respond to the specific challenges of the post-pandemic era. Recommendations include integrating collaborative strategies into the education curriculum and providing teacher training to enhance the effectiveness of authentic assessments. These findings make a significant contribution to the development of social sciences and humanities, particularly in the context of educational reform in Indonesia.

Downloads

Download data is not yet available.

References

Afdhal, A., Manuputty, F., & Ramdhan, R. M. (2022). Pendidikan Developmentalisme Moh. Sjafei: Membangun Konsep Pendidikan Berkebudayaan di INS Kayutanam (1928-1969). Jurnal Mahasiswa BK An-Nur: Berbeda, Bermakna, Mulia, 8(3), 130–139.

Ajjawi, R., Tai, J., Huu Nghia, T. Le, Boud, D., Johnson, L., & Patrick, C.-J. (2019). Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2), 304–316.

Akbari, M., Nguyen, H. M., McClelland, R., & Van Houdt, K. (2021). Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy. Education + Training, 64(1), 69–88.

Ayyoub, A. A., Bsharat, A., & Suleiman, M. (2021). The impact of alternative authentic assessment outcomes in Palestinian fourth grade math classrooms. Studies in Educational Evaluation, 70, 101056. https://doi.org/https://doi.org/10.1016/j.stueduc.2021.101056

Bowen, G. A. (2019). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40.

Cochrane, T., & Sinfield, D. (2019). A Model for Designing Authentic Learning. Pacific Journal of Technology Enhanced Learning. https://doi.org/https://doi.org/10.24135/pjtel.v2i1.29

Colthorpe, K., Gray, H., Ainscough, L., & Ernst, H. (2020). Drivers for authenticity: student approaches and responses to an authentic assessment task. Assessment & Evaluation in Higher Education, 46(7), 995–1007.

Devkota, K. R. (2021). Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. International Review of Education. https://doi.org/https://doi.org/10.1007/s11159-021-09886-x

Dharma, I. P. S., & Adiwijaya, P. A. (2019). The Analysis On The Readiness Of English Teachers In Implementing Authentic Assessment In Senior High Schools. Lingua Scientia, 26(1), 48.

Faizah, A., & Sutopo, D. (2021). The Implementation of Teachers’ Pedagogical and Professional Competence in Authentic Assessment. English Education Journal, 11(4), 539–549.

Fitria, H., & Suminah, S. (2020). Role of Teachers in Digital Instructional Era. Journal of Social Work and Science Education. https://doi.org/https://doi.org/10.52690/jswse.v1i1.11

Forsyth, H., & Evans, J. (2019). Authentic assessment for a more inclusive history. Higher Education Research and Development, 38(4), 748–761. https://doi.org/https://doi.org/10.1080/07294360.2019.1581140

Foulger, T. S., Jin, Y., Mourlam, D. J., & Ebersole, L. (2022). Equitable access to TPACK research: Tensions about using social media to disseminate scholarship. Computers and Education Open, 3, 100067. https://doi.org/https://doi.org/10.1016/j.caeo.2021.100067

Francis, N. M., Lakhani, A., & Kendall, E. (2021). Teaching traditional indoor school lessons in nature: The effects on student learning and behaviour. Landscape and Urban Planning, 206, 103963. https://doi.org/https://doi.org/10.1016/j.landurbplan.2020.103963

Fujii, T. (2016). Designing and adapting tasks in lesson planning: a critical process of Lesson Study. ZDM, 48(4), 411–423.

Gao, R., Liu, J., Johnson, R., Wang, J., & Hu, L. (2019). Validating an ethical decision-making model of assessment using authentic scenarios. Studies in Educational Evaluation, 62, 187–196. https://doi.org/https://doi.org/10.1016/j.stueduc.2019.05.003

Ghosh, S., & Bowles, M. (2020). Challenges and implications in achieving content validity of an authentic assessment task designed to assess seafarer’s leadership and managerial skills. WMU Journal of Maritime Affairs. https://doi.org/https://doi.org/10.1007/s13437-020-00209-9

Hidayat, U. S. (2024). Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools. Baileo: Jurnal Sosial Humaniora, 1(3), 256–267.

Huang, R., & Jiang, L. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633–646.

Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective. Education Sciences, 11(8), 434.

Inganah, S., Darmayanti, R., & Rizki, N. (2023). Problems, solutions, and expectations: 6C integration of 21 st century education into learning mathematics. JEMS: Jurnal Edukasi Matematika Dan Sains, 11(1), 220–238.

Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. https://doi.org/https://doi.org/10.1016/j.ssaho.2021.100172

James, L. T., & Casidy, R. (2018). Authentic assessment in business education: its effects on student satisfaction and promoting behaviour. Studies in Higher Education, 43(3), 401–415. https://doi.org/https://doi.org/10.1080/03075079.2016.1165659

Johansen, A., Mogstad, E., Gajic, B., & Bungum, B. (2022). Incorporating creativity in science and mathematics teaching: Teachers’ views on opportunities and challenges.

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/https://doi.org/10.1080/0305764X.2016.1259389

Mardjuki, M. S. (2018). English Teachers’ Perception on the Use of Authentic Assessment in 2013 Curriculum. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(2), 151.

Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies in Educational Evaluation, 70, 101047. https://doi.org/https://doi.org/10.1016/j.stueduc.2021.101047

Miles, M. B., & Huberman, A. M. (2020). Qualitative Data Analysis: An Expanded Sourcebook (9th ed.). sage.

Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1). https://doi.org/10.1016/j.heliyon.2022.e08730

Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2021). Collegial collaboration when planning and preparing lessons: A large-scale study exploring the conditions and infrastructure for teachers’ professional development. Teaching and Teacher Education, 108, 103513. https://doi.org/10.1016/j.tate.2021.103513

Owens, A. D., & Hite, R. L. (2022). Enhancing student communication competencies in STEM using virtual global collaboration project based learning. Research in Science & Technological Education, 40(1), 76–102.

Saibaton, S., & Mardhatillah, M. (2020). Analysis Of Teacher Readiness In Applying The 2013 Curriculum In The Iv Grade Of Primary School. Jurnal Ilmiah Teunuleh. https://doi.org/10.51612/teunuleh.v1i1.15

Schipper, T. M., van der Lans, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and Teacher Education, 88, 102961. https://doi.org/10.1016/j.tate.2019.102961

Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030

Su, W., Luo, D., Zhang, C., & Zeng, S. (2022). Evaluation of online learning platforms based on probabilistic linguistic term sets with self-confidence multiple attribute group decision making method. Expert Systems with Applications, 208, 118153.

Sufatrio, Vykopal, J., & Chang, E. C. (2022). Collaborative Paradigm of Teaching Penetration Testing using Real-World University Applications. ACM International Conference Proceeding Series. https://doi.org/10.1145/3511861.3511874

Syaifuddin, M. (2020). Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers. European Journal of Educational Research, 9(4), 1491–1502.

Trott, C. D., Even, T. L., & Frame, S. M. (2020). Merging the arts and sciences for collaborative sustainability action: A methodological framework. Sustainability Science, 15(4), 1067–1085.

Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C. (2020). Using principles of authentic assessment to redesign written examinations and tests. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2018.1564882