Building Self-directed Learner Through Authentic Assessment

Abstract

This research investigates how authentic assessment that is set in the beginning of the lecture in the learning contract can build self-directed learner. This research uses a descriptive qualitative analysis by analyzing seven students’ tasks using authentic assessment, including the reflection of their experience, feeling and expression after one semester learning. The data are taken from the compilation of tasks that is submitted at the end of the semester. The results show that in each of the seven tasks build a self-directed learner. Though it was difficult at first, along the semester they are habituated to do the tasks and made them to be a self-directed learner. Based on these findings it is suggested that the task using authentic assessment set in the beginning of the lecture in order to make the students to be aware of learning in different ways.