@article{UNY52386,
            year = {2017},
       publisher = {Fakultas Ekonomi},
         journal = {International Conference on Ethics of Business, Economics, and Social Science},
           pages = {23--33},
          volume = {2},
          author = {Badrun Kartowagiran and Amat Jaedun and Syukrul Hamdi},
           title = {DEVELOPING AUTHENTIC ASSESSMENT DESIGN},
           month = {July},
             url = {http://eprints.uny.ac.id/52386/},
        abstract = {The study aimed at developing Authentic Assessment Design for four lessons in senior high schools namely: Bahasa Indonesia, English, Natural Science and Mathematics. It is expected that the Authentic Assessment Design that has been developed might be benefitted by teachers as a reference in designing the assessment. This Authentic Assessment Design is closely related to Lesson Plan because the learning activities that have been designed in the authentic assessment should be combined and be written into the lesson plan. The steps in designing the Authentic Assessment were as follows: (1) mapping the basic competencies and the indicators for which authentic assessment will be designed; (2) calculating effective weeks; (3) designing the authentic assessment draft; and (4) testing and revising the draft of Authentic Assessment Design so that the draft could be validated into the design. The subjects in this study were eight junior high school teachers who had been teaching Bahasa Indonesia, English, Natural Science, and Mathematics; each lesson was represented by two teachers. Each teacher designed the Authentic Assessment Design and each design was provided with two lesson plans. The results of the study showed that the Authentic Assessment Design that has been developed has high quality and might be useful to the teachers as their matter of reference in designing the authentic assessment. The evidences for these results are as follows: (1) all teachers who have been selected as the sample in this study can design the authentic assessment appropriately; (2) almost all teachers (7/8 or 87.50\%) state that this Authentic Assessment Design is a new matter because they have never designed such assessment and that this authentic assessment is very useful because the assessment that they perform becomes more directed and more synchronized to the lesson plan; (3) almost all lesson plans (14/16 or 87.50\%) that the teachers have designed contains more variables and more appropriate assessment techniques according to the assessment design that has been written into the Authentic Assessment Design; and (4) most of the lesson plan samples that have been designed are more qualified because they have been prepared long before they will be implemented.
Keywords: Authentic Assessment Design, Lesson Plans, Junior High School Teachers}
}