THE ANALYSIS OF AUTHENTIC ASSESSMENT FOR YOUNG CHILDREN DEVELOPMENT
DOI:
https://doi.org/10.25078/pw.v11i2.6855Keywords:
Authentic Assessment, Early Childhood Education, Child DevelopmentAbstract
This study explores the implementation of authentic assessment in monitoring young children’s development in a kindergarten setting in Denpasar, Bali. Authentic assessment is increasingly recognized as a more suitable approach than traditional testing because it evaluates children in real-life contexts and captures multiple developmental domains. Using a qualitative case study design, data were collected through interviews, classroom observations, and document analysis involving one principal and four teachers. The findings highlight four key practices: daily observation and documentation, portfolio-based assessment with a star rating rubric, structured feedback and critical questioning, and consideration of children’s emotional states. Daily records and checklists provided systematic evidence of developmental progress, while portfolios and star ratings offered insights into independence and creativity. Feedback cycles and critical questioning supported deeper learning and parent-teacher collaboration. Importantly, children’s mood and character were found to significantly influence assessment outcomes, requiring flexible and child-centered negotiation strategies. Overall, authentic assessment functioned not only as an evaluation tool but also as a holistic approach to support children’s development. The study contributes to strengthening authentic assessment practices in early childhood education by emphasizing continuous observation, responsive teaching, and collaborative communication with parents.
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