Critical Book Review

Book Title : Authentic Assessment

By

Name : NUR AINI

ID : 4163322004
Class : Bilingual Physics Education 2016
Strata : S-1
Course : Authentic Assessment

Submitted March 13th 2019

Physics Departement
Faculty Of Mathematics And Sciences
State University Of Medan
2019
  Tombari,M& Borich,G. Authentic Assessment in the classroom, Prrentice Hall:New
Jersey
 Bagnato,J,S. 2007, Authentic Assessment For Early Childhood Intervention, The
guildford Press: New York,London

Introduction

The reason for critical review books to fulfil the task of the Authentic Assessment course.
Importance of Critical Book Review often we are confused to choose a reference book for us to
read and understand. Sometimes we choose a book, but less satisfactory our. Example in terms of
language analysis, the discussion of authentic Assessment.

Therefore, the author makes this critical book review to facilitate the reader in choosing
reference books, especially on the principal language of Authentic Assessment.

Summary of Book I

The School settings where we see students expend high amounts of effort to learn and to
improve are diverse; band, yearbook, athletic practice, drama rehearsals, debate, school
newspaper, and academic activities relevant to their personal interest. Unmotivated learners are
the exception rather than the rule in these context. But, visit some other setting and considerably
more lethargy and passivity among learners can seen.
Motivation to learn may be lined as much to how are test as it is to how we teach. This
approach to motivation is the result of research that has provided new insights on how children
learn. In the remainder of this chapter we will discuss some of this research and the new
direction for teaching and testing it has created. In the next chapter we will link this new
perspective on teaching and testing to assessment practices that can motivate your learner to
higher degrees of effort.
Authenticity is a concept that links teaching, testing, and motivation. The point of view of
this book is that high levels of learner motivation will result when there is a link between what
the real world expects of learners, what you expect of your learner, and what is asked of your
learner. In the chapters ahead we will show you how to link teaching and testing in ways that will
improve your teaching and create higher levels of motivation and effort in your classroom.
Cognitive learning specialists use a variety of expressions to refer to these types of
thinking skills: learning-to-learn skills, general thinking skills, reasoning skills, problem solve
skills, or cognitive strategies. They all refer to general methods of thinking that improve
strategies they are engaged in mental activities that go beyond the process that are naturally
required for carrying out a task.
Intrinsic Academic Motivations what gives energy and direction to behaviour in the
absence of rewards and punishments. In classroom, intrinsic motivation influences learners to
choose a task, get excited about it, and persist until they master it, regardless of whether they get
a reward for doing so.
We began this chapter by posing a problem: how do we convince learners that, if they
only put out the effort, they will learn? We proposed that motivation to learn comes from a
connection between teaching and testing. We used the term authenticity to characterize this
unbroken bond. We then reviewed the theoretical underpinnings of the importance of such a
bond when we described the new science of cognitive learning and its principal findings. We
concluded by pointing out that this new science of learning not only provides a theoretical and
research base for new approaches to teaching, but also for new approaches to classroom testing.
We used the term authentic learning assessment to refer to these new approaches. In the next
chapter we will show the crucial link between motivation and learning assessment. After reading
and studying that chapter, you will be able to begin authentic learning assessment in your
classroom.
Motivation is topic typically left out of books dealing with teacher testing practices.
However, testing and motivation are inextricably linked. In the remainder of this book we will
describe an approach to classroom assessment that is different from what typically occurs in
many schools. As we will see in the next chapter, an understanding of an approach called
authentic learning assessment and the decisive role of motivation on learner effort and
performance will change the way you teach as well as how you test.

Summary of Book II

Authentic assessment is not merely a process of passively observing children’s behavior.

Rather, it involves the use of standardized and field-validated schedules, protocols, or scales by
professionals and parents to systematically record the extent to which developmental skills and
various social behaviors are fully acquired, emerging, absent, or problematic in the child’s
repertoire.
Authentic assessment for early childhood intervention is not a one-time event. Rather, it
is ongoing or serial—occurring over various times of the day and different occasions. It is
important that a full portrait of the child’s skills contain representative samples of typical
behavior from home, preschool, and community settings covering various activities and times of
day—morning greeting, group circle time, lunch, snack, playground, computer work, bedtime,
bathtime, parent–child activities.
One of the strengths of authentic assessment resides in the focus on children’s typical
behavior in a variety of everyday routines that are familiar to the child. Such naturally occurring
behaviors reflect acquired or emerging competencies that arise in repeated home and preschool
situations. These natural competencies reflect real-life problem-solving capabilities that promote
future self-reliance and self-efficacy.

Motivation and Management

The combination of balanced work and play with structure and management increases
motivation and fosters optimal performance. The use of rewards is vital with preschoolers.
Preschool specialists should regularly use stickers, tokens, social praise, and task-embedded
reinforcers such as novel activities to establish and maintain motivation through incentives. A
developmental hierarchy of reinforcers can be used that is based on an initial scrutiny of the
child’s level of development and social competence. Similarly, professionals must also view their
job as evaluating the child’s ability to change behavior through positive management and limit
setting. Preschoolers should be given choices as a way of encouraging cooperation while
emphasizing that compliance is required (“You can play with either the train or the bear; which
do you want?”). Young children need models for behavior. Preschoolers feel more secure and are
more compliant when they know what will happen, how they are expected to behave, and how
adults will respond to their behavior. Thus, the analogue assessment session is inevitably a
controlled situation for observing the young child’s competence in adjusting to more structured
routines and learning important prerequisite behaviors.

Advantages
After making a comparison with the comparison book, the writer can conclude that
Authentic Assessment in the classroom by Martin L. Tombari & Gary D Borich and Authentic
Assessment for early childhood intervention by Stephen J. Bagnato has several advantages,
including this book already has a publisher and has has an ISBN so that it is easy to obtain and
search, in writing the book uses a good writing systematics. The material in the book is explained
in a coherent manner and does not give a confusing impression. The systematics in the book also
does not give confusion to students. Providing competency tests in books is also given in each
chapter, so that the teacher can assess the learning outcomes of each student. Writing in the book
is also very clear using font sizes that are not too small and not too large so that it is easy to read
by students.
In the use of language, in my opinion this book has used straightforward language as
evidenced by the simplicity of language so that the material in this book has a clear meaning and
does not make ambiguous the readers especially the students. The use of straightforward
language provides a pleasant reading sensation for the reader so that the reader is not easily
bored and bored in understanding the material conveyed by the author.
In the material contained in the book there are also illustrations and inclusion of
interesting images, so students can better understand and understand the concept of delivering
the material. The images used in the book are also relevant to the study of the material discussed
so that illustrated images with material are closely related.

Disadvantages
In addition to the advantages of the book above, this book also has a weakness when
compared to a comparison book that should be corrected. This correction is intended to improve
the making of upcoming school books.
 As for the shortcomings or weaknesses of the book, the first book is a scanned copy, but
the comparison book is more colorful. In the main book the material used is obtained from
chapters 1 and 2 but in the comparison book is in chapter 4. The main book explains authentic
assessment for junior high school and above, but in the comparison book describes authentic
assessment in elementary school children, but with the same material. In the main book there are
no references or learning outcomes obtained but in the comparison book there are.

Implementation
Efforts to realize quality human resources can be assessed from the results of learning
students. One important factor that can influence student learning outcomes is motivation
learning. The existence of strong learning motivation makes students learn diligently and in the
end manifest in learning outcomes. Various efforts are made by the teacher in an effort to
motivate learning participants students, one of which is by assessing learning outcomes. But
understanding and method measuring learning outcomes that are valid and reliable, is still an
endless topic of conversation. Therefore various techniques and forms of assessment are made to
obtain learning outcomes of students can be accounted for and really can describe the ability of
students intact.

Conclusion
Based on the above explanation can be concluded that each book has advantages and
disadvantages of each. Book I describes the concept very well although there are still some
books that are lacking in terms of explanation. Furthermore, in the aspects of the theorem and the
proof of the theorem the explanation given is very good, especially in the proof of theorem. It's
just that there is no example of a problem where a sample of questions is needed to train the
reader to improve his understanding of this gravity matter.
Recommendation

The recommendation in writing Critical Book Review (CBR) is as follows:

1. For reviewer; to add insight into the creation of Critical Book Review (CBR)
2. For the author; to improve the contents of the journal in subsequent printing, to notify the
author of what is missing in the book and what the author should do with the contents of
the book.
3. For the reader; to increase the reader's insight and knowledge about the ideology of
Pancasila, and to add future reader's insight and knowledge in the creation of a good and
correct Critical Book Review (CBR).