Research Article
An Authentic Assessment Format for Team Based Projects in OBE Curriculum: A Case Study in Teacher Education
@INPROCEEDINGS{10.4108/eai.28-11-2024.2355431, author={Nani Barorah Nasution and Nina Afria Damayanti and Mohd Hassan bin Abdullah and Zainuddin Muchtar}, title={An Authentic Assessment Format for Team Based Projects in OBE Curriculum: A Case Study in Teacher Education}, proceedings={Proceedings of the 6th International Conference on Educational Science in Industry Era 5.0, ICONSEIR 2024, November 28th, 2024, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICONSEIR}, year={2025}, month={6}, keywords={authentic assessment outcome-based education team-based projects teacher education assessment format development}, doi={10.4108/eai.28-11-2024.2355431} }- Nani Barorah Nasution
Nina Afria Damayanti
Mohd Hassan bin Abdullah
Zainuddin Muchtar
Year: 2025
An Authentic Assessment Format for Team Based Projects in OBE Curriculum: A Case Study in Teacher Education
ICONSEIR
EAI
DOI: 10.4108/eai.28-11-2024.2355431
Abstract
The implementation of Outcome-Based Education (OBE) in teacher education emphasises the alignment of assessment practices with Course Learning Outcomes (CLO) and Program Learning Outcomes (PLO). This study aims to develop an authentic assessment format specifically designed for team-based projects, addressing the multidimensional nature of these assignments. The research employs the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to systematically create a format that incorporates the principles of OBE, the characteristics of team-based projects, and authentic assessment practices. The resulting assessment format consists of key dimensions, including teamwork process, product quality, reflection, peer assessment, and alignment with CLO/PLO. Each dimension is accompanied by indicators and rubrics tailored to evaluate the specific objectives of various team-based tasks, such as routine assignments, critical reviews, mini research, and idea engineering. The evaluation phase involves feedback from lecturers and students to ensure the practicality of the format. This study contributes to the advancement of authentic assessment practices in teacher education, providing a flexible tool for evaluating team-based projects while supporting the achievement of learning outcomes in an OBE curriculum. Future research is recommended to further validate the format through its implementation in diverse educational settings.
