Authentic Assessment Management In Improving Graduates' Competency Standards At Cianjur District's Driving School

Abstract

The independent curriculum was implemented with the aim of improving the quality of learning which currently is still low in both literacy and numeracy. Based on the results of the Minimum Competency Assessment (AKM) in 2021 carried out by the Ministry of Education and Culture, it shows that one in two people or (50%) have not reached the minimum competency criteria in reading literacy. In the independent curriculum, diagnostic assessment is the main "gateway" for teachers to find out the extent of their abilities. In real-life situations, teachers often carry out authentic assessments of students. After the teacher gives daily evaluation questions, mid-semester assessments and end-of-semester assessments, the teacher processes the grades to be included in the report card. However, in the situation we see today, authentic assessments are sometimes still subjective. For example, a grade 1 elementary school class who still cannot read is given a grade of 80 or B in the end-of-semester assessment for Indonesian language subjects.  This condition is because in the score report there cannot be any criteria for deficiencies. Therefore, teachers give report cards according to ability. The general aim of the research is to determine authentic assessment of increasing graduate competency. Meanwhile, the research objectives specifically include authentic assessment of Authentic Assessment Planning in Increasing Graduate Competency Standards, Organizing Driving School Management in Improving the Quality of Graduates, Implementation and Evaluation of Authentic Assessment in Increasing Graduate Competency Standards. This research was carried out using a qualitative case study approach. Briefly, the qualitative research approach is a research method that uses qualitative descriptive data, school documents, interviews and observations. Based on the results obtained from the research, it can be concluded that authentic assessment with differentiation and P5 learning can improve learning outcomes which lead to the quality of driving school graduates