Portrait of The Effectiveness of Authentic Assessment Based on High Order Thinking Skills (HOTS) in Elementary School of Medan

摘要

This study aims to describe the effectiveness of the implementation of authentic evaluations based on High Order Thinking Skills (HOTS) in Elementary School of Medan. This research is motivated by the government policy regarding the implementation of the 2013 curriculum which mandates the application of authentic HOTS-based assessments in elementary schools. Like a public policy, the implementation of HOTS-based authentic assessments needs further evaluation to see the effectiveness of its application in the field. This research is a descriptive study with a qualitative approach. Therewere two methods used: descriptive and evaluative methods. The results showed that 50% of teachers had not been able to implement authentic HOTS-based assessments in elementary schools of Medan. Based on these findings, it is concluded that the implementation of authentic HOTS-based assessments in elementary schools of Medan has not been effective. Thus, this study recommends that a comprehensive follow-up effort from various parties be needed, especially in improving teacher competence in formulating assessment instruments oriented to high-level thinking skills in elementary schools of Medan.