Adaptation strategy of authentic assessment in online learning during the covid-19 pandemic

Abstract

Abstract The crisis caused by the Covid-19 virus has a far-reaching impact on education, as schools have been closed since March 2020 in many countries around the world. However, despite certain limitations, the current situation demands action, so that the educational process for students around the world is not affected at all, including the assessment process. To make it effective, assessments must be active and authentic in online education. The problem is, until no, no instructional designs have been found for authentic online assessments. Thus, this study aimed to create an authentic assessment strategy adapted from the current implementation. In general, the method used in this research was development research compiled through surveys and developed qualitatively. The results showed that the forms of assessment that can be done were: doing a written test with case study questions or analysis provided in the online platform; online discussions with peer assessments as well as assessment of activeness by teachers; writing papers and analyze case studies including conducting reviews and criticisms. In principle, online teaching and learning can be delivered either asynchronously or synchronously. In the asynchronous assessment method, which is not done in real-time, assignments, and portfolios can be used to assess students’ knowledge and skills. The synchronous assessment method is carried out in real-time during online teaching and learning process.