Manuscript received January 9, 2024; revised March 1, 2024; accepted July 19, 2024; published September 19, 2024
Abstract—This study aims to identify the needs related to an assessment model, to develop an authentic blended assessment model oriented to self-directed learning for Basic Reading, the foundational skills required to understand written text as a subject learned in university, and to ensure validity, practicality, and effectiveness of the research products. This study employs a design model proposed by Plomp that was conducted in three phases: preliminary research, developing and prototyping, and assessment. There were 55 students and three lecturers participating in need analysis stage, six experts to review the research products, five users in one-to-one evaluation, 15 students in small group, and 35 students in field test. Data collection techniques were carried out through questionnaires to get information about students’ needs and characteristics, the products’ validity, and the users’ practicality. The interview was used to get the lecturer’s needs. The effectiveness data of the research products was collected through a comparison of pretest and posttest values. The data were analyzed quantitatively for questionnaire and test and qualitatively for interview. Meanwhile, from the need analysis, it was found that the students and the lecturers in higher education need an authentic blended assessment model oriented to self-directed learning. Based on the context analysis, the authentic blended assessment model has not been implemented yet on Basic Reading subject. It was considered students’ learning styles, reading interests, and reading attitudes in developing the assessment model. The validity of the assessment model developed was very high (4.01). The practicality from the lecturers was 4.61 (very practical) and from the students, 3.83 were categorized as practical. The products of the research significantly showed the effect on students’ reading ability within the score of t-calculated reached 14.17 higher than t-table 2.02. The authentic blended assessment model developed achieved high validity, practicality, and effectiveness.
Keywords—authentic assessment, blended assessment, self-directed learning, basic reading
Cite: Yulmiati, M. Zaim, and Atmazaki, "The Authentic Blended Assessment Model of Basic Reading for Developing Self-Directed Learning Skills," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1317-1327, 2024.