AUTHENTIC ASSESMENT IN MATHEMATICS INSTRUCTION MODEL BASED ON CONCEPTUAL CONFLICT

Abstract

Piaget (1985) states that in order to know whether children understood a concept we need to bring them into the situation where they can find a conflict of understanding, involving problem solving process. Asdar (2012) has developed a conceptual conflicts learning model in problem solving, Koncama. Koncama is a learning model based on conceptual conflict from the theory of cognitive conflict. As a model that has been developed in mathematics, implementing Koncama needs a support by authentic assessment to assess students’ performance in the class. Assessment in the learning model based cognitive conflict asses (1) understanding of concepts, (2) mathematics skill, (3) problem solving ability in mathematics, and (4) attitudes and beliefs. Therefore, three main components in the performance assessment developed, namely the performance task, the rubric of performance, and the method of assessment (scoring guidance). The developing task performance are collected in the portfolio of students’ performance that includes mathematics project tasks, investigation report (inquiry and problem solving), and a quiz. Evaluation is based on the developed performance rubric including: (1) a holistic scoring, (2) analytic scoring, and (3) primary traits scoring.