Science Teacher Educator and Authentic Assessment: Attitude toward NoS and Its Assessment in Science Instruction
N Y Rustaman, D Rusdiana, W Liliawati, R Effendi

Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Abstract

Effort to develop teacher competency in the field should be handled seriously by university that graduate them. Nevertheless there are not many studies carried out their experience during their study. The focus of this study is mainly to the involvement of strategic lecturers in five universities in Indonesia that graduate science teachers, as there is relationship between attitude and competency with ones experience in the process of constructing and implementing competency of authentic assessment in science learning and supervising prospective teachers during teaching practice at schools. A number of 63 lecturers in three courses (Evaluation, practical works, teaching practice) participated in this study. Data were collected through questionnaire and lesson plans. Research results show that their attitude toward assessment is good (3.92), also the factors supporting the effectiveness of authentic assessment (3.77), and very good for the objective of the authentic assessment (4.30). It was also found that level of respondent attitude towards Assessment based on each aspects varied from transitional and close to constructivist for the four aspects. A number of patterns was found that relate assessment and instruction components. From the interview it was found that the lecturers for the two courses (Evaluation, practical works) are sure that they have done the assessment properly even though they do not know the relationship, but no clear result about the attitude of lecturers for teaching practice due to the limited number of supervisor with science background who supervise students for KKN at the same time.

Keywords: assessment literacy, attitude toward assessment, NoS, science learning

Topic: 2. Science Education