The Implementation of Performance Assessment in Curriculum 2013 ( A Case Study at the Eleventh Grade of SMA N 1 Magetan)

Abstract

This study was conducted by the aims to find out the English teachers’ perceptions, the performance assessment implementation, the obstacles and the solutions of the obstacles in implementing performance assessment in curriculum 2013. The study was carried out at SMA N 1 Magetan in the academic year 2016/2017 at the eleventh grade. The study was designed as qualitative case study. Observation, interview and documentation were the data collection technique. It is validated by using triangulation and member checking method. The result of the study revealed that the English teachers have different perception about the definition of performance assessment. However, all teachers agrees and have interest in implementing performance assessment both because of the demand of curriculum 2013 and because its effectiveness to assess the students’ performance. These perceptions is influenced by their knowledge, experience, and by the training or workshop of curriculum 2013. There are some performance task used by teachers : telling story, role play, discussion/talk show, presentation, reading poetry and drama. The teachers implement the performance assessment by taking some steps starting from planning, implementation and post implementation. Teachers developed the performance assessment starting from developing the performance task, making the criteria, and making the scoring rubric. There are some obstacles in implementing the performance assessment. It includes the complicated administration (lesson plan and scoring rubric), the students’ mixed-various ability, the limited allocation of time, big classes and the noisy situation in the classroom. Thus, there are some efforts by the teachers to overcome the obstacles. With the limited allocation of time, the teachers asked the students to record their performance at home using handy cam or video camera. They also coordinated with other teacher, with the curriculum coordinator and maintain good communication with the students during the learning process in order to understand the performance concept and what to prepare in the performance task. Keywords: implementation, performance assessment, authentic assessment, curriculum 201