Setyani Rohmatul Muthohharoh, - and Dwi Anggani Linggar Bharati, - and Fahrur Rozi, FE Pendidikan Ekonomi (2020) The Implementation of Authentic Assessment to Assess Students’ Higher Order Thinking Skills in Writing at MAN 2 Tulungagung. English Education Journal, 10 (3). pp. 374-386. ISSN 2087-0108

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Abstract

PISA (Program for International Students’ Assessment) which focuses on three basics literacy stated that Indonesian students are in low position. It is caused by the low ability of Indonesian teachers in writing questions of Higher Order Thinking Skills; henceforth, HOTS. Therefore, the 2013 Curriculum demands teachers to use authentic assessment concerning Higher Order Thinking Skills. This study aimed to investigate the implementation of authentic assessment to assess students’ Higher Order Thinking Skills in writing at MAN 2 Tulungagung. This study was qualitative research by using a case study research design. The subjects of this study were two English teachers. The data collection methods were an interview guide, observation checklist, and document observation checklist. The data were then collected and analyzed based on Miles and Huberman (1994). The findings of the study revealed that in implementing authentic assessment to assess students’ Higher Order Thinking Skills, these two English teachers did not share scoring rubrics and implement self-assessment for the students because of time limitation. To overcome the difficulties in implementing the authentic assessment, they manage time effectively and efficiently. Furthermore, in order to check students’ understanding, the teachers like to walk around the class. This study gives insight about the implementation of authentic assessment which focuses on Higher Order Thinking Skills in writing.

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