The Physical Education Teachers’ Skill in Arranging Authentic

Assessment Rubrics

Fuaddi

, Tomoliyus

, Rifki Nanda Putra

Master Program of Sport Science, Yogyakarta State University, Indonesia

Graduate Program, Padang State University, Padang, Indonesia

Keywords: Teacher’s skill, assessment rubric, authentic assessment, physical education

Abstract: This research aims to identify the competency of physical education teachers in arranging the authentic

assessment instrument. This study used mixed method research with exploratory sequential design which

was a modification from the model (Creswell, 2012). The research participants were 40 physical education

teachers in in Junior High Schools at Kulonprogo Regency, Yogyakarta with the purposive sampling. The

quantitative data in this research were analyzed with the quantitative descriptive statistic using the method

by Miles & amp; Huberman (1994). From the result of data analysis, there were 70% of the teachers who

did not understand about authentic assessment, 25% of the teachers did not well understand, and 5% of the

teachers had good understanding, 90% of the teachers did not have authentic assessment rubric, 7% of the

teachers had rubric but it still did not find the demand of authentic assessment, and 3% of the teachers

already had appropriate rubric. 92,5% of the teachers was difficult to implement authentic assessment, 5%

of the teachers had few difficulties in doing so, and 2,5% of the teachers did not face the problem. Also,

95% of the teachers stated that they were unable to develop authentic assessment rubric, and 5% of the

teachers were still unable to make assessment rubric, and none of the teachers were able to arrange an

assessment rubric.

1 INTRODUCTION

The competency in arranging assessment instrument

is a part of teacher’s pedagogy competence, is one of

competences which should be mastered by every

teacher. It is because this competence is one of the

three dimensions which are related in producing

good education (Penney, Brooker, Hay & Gillespie,

2009) especially in physical education. It places the

assessment aspect as an unseparated aspect in

developing the quality of education. Moreover,

Tomoliyus, et al., (2016) state that learning will be

better if the learning materials taught in class and the

learning assessment are good and otherwise, the

learning materials and learning assessment will be

better if the learning strategy involved is good.

Even though many studies have examined the

importance of assessment aspect in the learning

process, (Lopez-Pastor et al, 2013) the popular

assessment often used in school is still the traditional

one. Moreover, that kind of assessment method is

irrelevant with the recent needs because it is partial

in assessing student’s learning achievement, but

nowadays teachers of physical education realize that

the test fails to produce information of what is

possible to be learned by children through the

physical education in school (Lopez-Pastor et al,

2013). One of the assessment methods which is

appropriately considered and comprehensive is the

authentic assessment (Callison, 1998). This kind of

assessment is appropriately implemented in

assessing student’s learning development in physical

education.

The changing in curriculum 2006 becoming

curriculum 2013 demands the change in student’s

learning achievement of physical education.

Previously, the assessment was conducted in the

middle of semester and in the end of semester.

Recently, in curriculum 2013 (Regulation of

Ministry of Education and Culture of Republic of

Indonesia No. 66 Year 2013 about the standard of

assessment), the assessment is conducted daily, in

the middle of semester, and at the end of semester.

In the previous curriculum, in assessing the results

of physical education learning in school, teachers

usually use the instrument of sport skill test which is

Fuaddi, ., Tomoliyus, . and Putra, R.

The Physical Education Teachers’ Skill in Arranging Authentic Assessment Rubrics.

DOI: 10.5220/0009785303030308

In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports

(YISHPESS and CoIS 2019), pages 303-308

ISBN: 978-989-758-457-2

303

conducted in the middle and in the end of semester.

This thing is reinforced by the finding from

Komarudin (2016) which found that teachers of

physical education assess the learning achievement

of students 100 % by using traditional assessment

(sport skill test). In curriculum 2013, when a teacher

assesses the students, the teacher should use

authentic assessment in the daily assessment

(Permendikbud RI No. 66 Thn. 2013 Tentang

Standar Penilaian Penilaian), whereas the final

semester assessment can use skill test or authentic

assessment only. Because of the changing of

curriculum, do physical education teachers already

have competence in arranging and conducting the

authentic assessment instrument? Then, this

research aims to analyze teachers’ competence in

arranging and using authentic assessment

instrument.

One of the most important things to be

considered in increasing students’ learning

achievement is the quality of teachers (Report &

Objectives, 2003). As a professional worker, teacher

certainly should have competence to be mastered, in

the Constiution of Republic of Indonesia No. 14

Year 2005 about teachers and lecturer which is

included in the Department of National Education

(2005:16) which states that teacher’s competence is

“A set of knowledge, skill, and behaviour which

should be possessed and mastered by teachers or

lecturers in implementing their professional duty”.

Therefore, every teacher should possess each

competence which will support the learning process.

To be able to create a good learning, a teacher

should master a least four professional competences.

In the Constitution of Republic of Indonesia No.19

Year 2005 Article 28 about national education

standard, competence in the level of elementary,

early child and middle school consist of: a.

Pedagogical Competence; b. Personality

Competence; c. Professional Competence; and d.

Social Competence.

The pedagogy competence is a competence

which has a significant effect as the factor in

deciding the learning achievement of students (Ada

& Azisah, 2016). Many studied show that teacher’s

pedagogy competence has influence to the

improvement of students’ learning achievement

(Goldhaber & Brewer, 2000; Darling-Hammond,

Berry & Thoreson, 2001; Goldhaber & Anthony,

2004; Vandervoort et al., 2004; Suciu & Mata, 2011;

Ada & Azisah, 2016). For that reason, in

improving students’ learning achievement, all

related institutions should give attention to increase

teacher’s pedagogy skill.

The ability in assessing and evaluating is a part

of teacher’s pedagogy competence (Report &

Objectives, 2003), without a good assessing ability,

teacher will not able to know whether the learning

that they did is successful or not. For that, teacher

should master the assessing competence and also

evaluate the learning achievement.

Then, authentic assessment is an assessment

which is conducted by directly observing the

learning process, and the score given in the time so it

is also called as work performance assessment

(Lund, 1997; Lund, 2010; Mardapi, 2016; &

Komaruddin, 2016). According to the Regulation of

Ministry of Education and Culture No. 66 Year 2013

about the standard of Education Assessment, it is

stated that authentic learning is a whole assessment

in every competence which consists of attitude,

knowledge, and skill by using various assessment

techniques both during the process and in the result

of the learning. Conceptually, an authentic

assessment indicates the repair in the assessment

process conducted by teacher to the learning

achievement of students. Because in the authentic

assessment, teacher is demanded to do assessment

based on the three domains possessed by students,

the scores which are produced will be more

objective for all students. In implementing an

authentic assessment, rubric becomes important

thing to be used in avoiding the subjectivities of

teacher (Menedez-Verela & Gregori-Giralt, 2015).

Besides, according to Lund (2006), the authentic

assessment is crucial in the report of program, and a

good rubric is very essential for the assessment.

Shaw (2014) states that rubric is an important

assessment tool for giving students’ learning

evidences. Tomolius (2012) and Majid (2014) state

that rubric is an assessment guidance which gives

description of assignment criteria or competence

which is wanted by teachers and training in

assessing or scoring based on the students’ work

result. Rubric consists of two types: holistic and

analytic rubric (Majid, 2014). Besides, the function

of rubric in assessment will help to decrease

hesitation of teacher in giving assessment (Arends,

2012). Birrky (2012) states that rubric can help to

assess the quality of skill which is conducted or the

result to give feedback to students. Also, the rubric

can help students in understanding target for their

learning and the quality standard for certain

assignment, and also to make good assessment about

their works which can inform revision and their

performance improvement (Reddy & Andrade,

2009).

A good rubric should describe verbal description

YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS

2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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and identify important components which are

expected from the assessment, and target the

knowledge and relevant skill which need assessment

by teachers to be demonstrated (Lund, 2006).

Besides, rubric is also well considered if it has high

validity and reliability (Kimberlin & Winterstein,

2008; Rihtiana & Tomoliyus, 2014; Tomoliyus, et

al., 2016). Valid means the size which shows the

validity or similarity of the result which is obtained

from the provided instrument, that is a tool used to

measure something (Arikunto, 2001; Kimberlin &

Winterstein, 2008; Sugiyono, 2017). Whereas,

reliable is the consistence of an instrument, that is an

instrument which can be used which should have

same results although the quantity or period given is

different (Miller, 2002; Kimberlin & Winterstein,

2008; Sugiyono, 2017).

2 METHODS

This research employed mix type research with

exploratory sequential design. Therefore, the first

procedure is to collect quantitative data by

distributing questionnaires to obtain early data from

the research subjects. After that, the next procedure

is to collect qualitative data through the interview

and also collecting the assessment instrument which

can be used by teachers as an effort in explaining the

relationship found in quantitative data, this model is

a modification of model (Creswell, 2012). The

instrument used is questionnaire and interview sheet.

Questionnaire is used to see teachers’ understanding

of authentic assessment, the implementation and also

suggestions of assessment repairment. The

qualitative instrument is interview sheet used to see

the truth of questionnaire data given by the teacher,

and also assessment instrument usually given by the

teacher.

The number of population in this research was 62

physical education teachers, and the object in this

research was physical education teachers in junior

high school at Kulon Progo Regency which

consisted of 40 teachers. Whereas, 22 other people

were not included into the criteria required by

researchers. Totally, there were 32 male teachers and

8 female teachers. The sample of the research was

purposively selected by considering the period of

teaching and status of teachers as the civil servants.

This research was conducted at the Musyawarah

Guru Mata Pelajaran (MGMP) or the discussion of

subject teachers in the level of Junior High School.

The quantitative data were analyzed by

quantitative descriptive statistic. Whereas, its

qualitative data were qualitatively analyzed by using

the method from Miles & amp; Huberman (1994)

which covers three steps, they are: data reduction,

data display, and conclusion and verification.

Qualitative descriptive was used to explain

qualitative data, which consist of respondent’s

opinion about their understanding, and the

instrument which is usually used, and also

suggestions of respondents’ assessment repairment.

3 RESULTS

Standard competency of teacher in doing assessment

should be skilful in some ways: selecting and

developing assessment method; manage, print, and

interpret the interpretation; use assessment result to

take decision and grading; communicate the

assessment; and admit the unethical assessment

practices (Mertler, Green, & Campbell, 2005). As an

effort to see teacher’s ability in arranging authentic

assessment rubric, teacher is supposed to possess

some additional understandings, they are: (1)

Teachers’ understanding towards authentic learning,

(2) Teachers’ assessment sheet/rubric, (3) the

difficulty in the implementation of authentic

assessment, (4) Steps in developing assessment

rubric. To develop and use good assessment

instrument, a teacher should previously know about

the assessment. To make it easier, see the table .1

below;

Table 1: The level of teachers’ understanding towards the

authentic assessment

Competence

Factor

Understand

Less

Understand

Not

Understand

Pemahaman

Terhadap

Penilaian

Autentik

Secara

Teoritik

25%

70%

The table above shows information that 70% of

teachers does not understand authentic assessment,

25% of teachers has less understanding towards the

authentic assessment, and 5% of teachers has good

understanding about authentic assessment.

"Teacher states that he does not agree with the

type of assessment used in curriculum 2013. Since

the stipulation of curriculum 2013, teachers are only

asked to change the old assessment system with the

new assessment system which is set by

government".

The Physical Education Teachers’ Skill in Arranging Authentic Assessment Rubrics

305

The statement of teacher above shows that

government does not obviously give understandings

to teachers related to the assessment used in

curriculum 2013, government only asks teachers to

practice the assessment which already became

national provision.

After teachers understand about authentic

assessment, the assessment instrument used by

teachers after the stipulation of curriculum 2013

should be looked. The description of the research

can be seen in the table 2 below:

Table 2: The use of rubric by teachers

Competence

Factor

Have the

Aauthentic

Assessment

Rubric

Have the

Unapropriate

Authentic

Assessment

Don’t

Have

Assessment

Instrument

Used

90%

From the table above it can be obtained some

information that 90% of teachers state that they have

authentic assessment rubric, 7% of teachers has

rubric but it is not totally appropriate with authentic

assessment, whereas 3% of the rest states that they

already had rubric.

"Teacher stated that all this time in assessing

students' learning standards, they more frequently

used skill test, and they did not use the rubric as a

guidance in assessing students".

The statement of teacher above shows that there

are many teachers who use traditional assessment in

assessing students’ learning achievement, especially

in physical education. Because this kind of

assessment does not need rubric and many of them

already mastered the way how to conduct the test

and the measurement.

Furthermore, the factor of teachers’ competency

which should be fulfilled is whether teacher has

difficulty or not and what kind of difficulty that they

face. To see the description, see table 3 below:

Table 3: The difficulty of teachers in implementing

authentic assessment

Competence Factor

Difficulty

Few

Difficulties

Many

Difficulties

The Difficulties in

the Implementation

of Authentic

Learning

2,5%

92,5%

From the table above, it can be obtained

information that, teachers are difficult to implement

authentic assessment in assessing students’ learning

achievement. It is seen from 92,5% of teachers faces

difficulties in implementing authentic assessment at

school, 5% of teachers has few difficulties, and 2,5%

of the rest has no problem.

"Teacher states that many factors cause

difficulties which are experienced by teachers.

Because of the lack of understanding, the lack of

training conducted by the related institution, lack of

time which is available in conducting an assessment,

and there is no clear guidance in giving score to

students ".

The statement of teacher above shows that, many

factors which complicate them in implementing

authentic assessment in learning, whether from

teacher’s individual factor or the factor from

government.

Then, one last thing that should be known is

teacher’s knowledge about the steps in developing

and using assessment instrument. The description

can be seen in the table 4 below:

Table 4: Teacher’s Knowledge about Steps in Developing

the Rubric

Competence

Factor

Able

Less Able

Unable

Steps in

Developing the

Assessment

Instrument

95%

From the table above, it can be obtained the

information that, 95% of teachers was unable to

develop the authentic assessment rubric, and 5% of

teachers was still unable to make assessment rubric

and 0% of teachers stated that they could develop

and arrange authentic assessment rubric by

themselves.

"Almost all teachers state that they do not have

the ability to develop and some of them say they

were still doubtful whether they could or not to

develop the assessment instruments. It is because

there is no specific training given to teachers related

to the way to develop assessment instruments which

are suitable for the purpose of learning and have the

standards of each school. "

The statement from the teacher above shows

that, the government is still not paying attention to

teacher's need for training in the development and

preparation of assessment instrument, so it makes

teachers are difficult to make assessment instrument

which are appropriate with the standards of each

school.

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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4 DISCUSSION

Based on the analysis from all answers given by

teachers, the assessment conducted gives difficulties

for every teacher in the effort to evaluate the

learning conducted at school. The assessment in

physical education becomes a problem that

complicates teachers even for more than 40 years

ago (Lopez-Pastor et al, 2013). Physical education

teacher cannot perfectly do the assessment aspect at

school (Ali, Som & Salimin, 2018). Besides,

teachers do not have skill to make their own

assessment instrument which fulfills the

requirements as a good assessment (Aji & Winarno,

2016), it is because a few of trainings which is

conducted in how to make and use rubric (Jonsson,

2014). Assessment is a process which is difficult for

teachers especially for physical education teachers

(Lorente & Kirk, 2016). Physical education teachers

usually spend 40% until 60% of his/her time to solve

the children’s assessment problem (Birky, 2012).

Therefore, the making of assessment rubric is

important to ease teachers’ performance in

assessment (Birky, 2012). Rubrics could provide

information to teachers about criteria which are

assessed from students’ assignment and teachers will

be no longer busy in assessing (Lund, 2006).

5 CONCLUSIONS

From the data analysis conducted by the author,

assessment still remains a problem especially for

physical education teachers. Many teachers assess

students’ learning achievement without using rubric.

There are some teachers who are able to give the

good and transparent assessment by using rubric

which can be seen directly by students as a way to

give more focused assignment and also as a way to

reinforce students as the assessor of themselves.

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2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)

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