Design of Peer Collaborative Authentic Assessment Model Based on Group Project Based Learning to Train Higher Order Thinking Skills of Students

摘要

Instructional in 21st century emphasizes learning centered on students. This requires the management of the learning process which can involve the participation of students in the dominant finding, reviewing and seeking answers to all the problems they face. To change the conventional learning paradigm, educators and students must jointly improve the weaknesses of the learning process which is still dominated by the role of educators. One effort to improve the old paradigm is by changing the assessment model applied. Peer collaborative authentic assessment is one of the assessment models that encourages awareness of the quality of the learning process that is oriented towards improving learning outcomes. Improving the quality of the learning process becomes the focal point in learning evaluation. Evaluation of the learning process can be done by involving fellow students with a peer assessment approach (peer assessment). In its implementation, peer-authentic collaborative assessments provide opportunities for students to assess their learning progress. Thus the peer collaborative authentic assessment is deemed necessary and relevant to the evaluation characteristics of 21st century learning that is oriented towards improving higher order thinking skills as an effort to build student capabilities.