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It adapts principles and procedures from Culture and Education Minister Regulation Number 104 of 2014 and supporting theoretical references, with each checklist item rated on a five-scale rubric from “Sangat Kurang/Very poor” to “Sangat Baik/Excellent.” The blueprint maps authentic assessment implementation aspects, characteristics, principles, stages, and identified constraints, including time, knowledge, facilities, student motivation, and varied assessment formats.",{"@graph":63,"@context":110},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":36,"@type":70,"position":76},"https://docshare.wps.com/template/forms/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/appendix-1-classroom-observation-checklist-blueprint-of-the-observation-checklist/235569/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/appendix-1-classroom-observation-checklist-blueprint-of-the-observation-checklist/235569.png","ImageObject",442,249,{"name":88,"@type":89},"Aria Callaghan","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104],{"name":105,"@type":106,"acceptedAnswer":107},"What stages of authentic assessment implementation are included in the checklist blueprint?","Question",{"text":108,"@type":109},"The blueprint covers pre-stages, core-stages, and post-stages, including instrument preparation, conducting assessment, scoring, feedback, and remedial/enrichment activities.","Answer","https://schema.org",{"og:url":78,"og:type":112,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":114,"canonical":78},"index,follow",{"doc_id":116,"site_id":56},235569,1789098869,{"code":4,"msg":5,"data":119},{"doc_id":116,"user_id":120,"nickname":88,"user_avatar":121,"doc_module":9,"category_id":35,"category_name":36,"doc_title":59,"doc_description":61,"doc_content":122,"file_id":123,"file_url":124,"file_type":125,"file_size":126,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":127,"language":128,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":129,"faqs":130,"seo_title":131,"seo_description":61,"update_tm":117,"read_time":132},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","127  \nAPPENDIX 1: Classroom Observation Checklist  \nI. BLUEPRINT OF THE OBSERVATION CHECKLIST  \nTo evaluate the teachers’ implementation of the authentic assessment, the observation was conducted by adapting the authentic assessment implementation and procedures based on Culture and Education Minister Regulation Number 104 of 2014, the authentic assessment characteristic by Frey (2013), and the authentic assessment principle by O’Malley & Pierce (1996) . Each item would be scored using five (5) scales as the responses. First, Sangat Kurang or Very poor is scored 1, Kurang or Poor will be scored 2, Cukup or Fair is scored 3, Baik or Good will be scored 4, and Sangat Baik or Excellent will be scored 5. The blueprint can be seen as follows.  \n| Aspect | Indicators of Authentic Assessment Implementation | Sub-Indicators of Authentic Assessment Implementation | Items |\n| --- | --- | --- | --- |\n| Implementation of Authentic Assessment (Based on Culture and Education Minister Regulation Number 104 of 2014) | 3. Authentic assessment implementation (Do English teachers implement authentic assessment during the assessment process?) | - Using authentic assessment in learning\u003Cbr>- Ease in implementing thevaluation model\u003Cbr>- The simplicity of the assessment format\u003Cbr>- Clarity of authentic assessment principle and characteristic\u003Cbr>- Clarity of scoring criteria\u003Cbr>- Using standard and communicative language\u003Cbr>- Using authentic assessment for assessing attitude, knowledge, and skills | 1\u003Cbr>2\u003Cbr>3\u003Cbr>4\u003Cbr>5 6\u003Cbr>7 |\n|  | 4. Types of authentic assessment used for assessing attitude aspect | -Teachers’ observation\u003Cbr>-Self-assessment\u003Cbr>-Peer-assessment | 8 9\u003Cbr>10 |\n|  | 3. Types of authentic assessment used for | -Oral report/ presentation\u003Cbr>-Short answers and questions with HOTS | 11\u003Cbr>12 |\n\nTable 3.4 Blueprint of Observation Checklist  \n128  \n\n|  | assessing\u003Cbr>knowledge aspect |  |  |\n| --- | --- | --- | --- |\n|  | 5. Types of authentic assessment used for assessing skill aspect | -Performance assessment\u003Cbr>-Verbal interview\u003Cbr>-Journal assessment\u003Cbr>-Retell text/ story\u003Cbr>-Project assessment\u003Cbr>-Observation\u003Cbr>-Portfolio | 13\u003Cbr>14\u003Cbr>15\u003Cbr>16\u003Cbr>17\u003Cbr>18\u003Cbr>19 |\n|  | 6. How effective the authentic assessment implemented by English teachers? | -Require problem-solving steps\u003Cbr>-Compliance with basic competence (KD)\u003Cbr>-Compliance with problemsolving scenarios (activities) | 20-22 |\n| Characteristics of Authentic Assessment (Frey, 2013 | 4. Assessment context | -Providing realistic learning activities that are expected in the real world.\u003Cbr>-Instructing students to think critically when solving a problem.\u003Cbr>-Evaluating students’ skills and abilities through performance assessment or product development. | 23-25 |\n|  | 5. Student role | -Provide feedback for the students.\u003Cbr>-Encouraging students to work collaboratively.\u003Cbr>-Developing the students’ 4C skills. | 26-28 |\n|  | 6. Scoring procedure | -Making scoring instruments.\u003Cbr>-Using the scoring rubric when conducting the assessment.\u003Cbr>-The scoring rubric components are appropriate for the skill or ability that will be assessed by the teacher.\u003Cbr>-Students know and understand the scoring criteria components. | 29-32 |\n| Principle of Authentic | Reflecting the authentic | -Reflecting actual field performance and accounting | 33-42 |\n\n129  \n\n| Assessment (O’Malley & Pierce, 1996) | assessment principle | for any testing issues that may arise.\u003Cbr>-Providing feedback to students, along with an explanation of the assessment rubric for students to refer to.\u003Cbr>-Providing evidence of attaining the desired learning outcomes.\u003Cbr>-Conducting self-assessment than traditional testing.\u003Cbr>-Providing more realistic tasks.\u003Cbr>-A strong link between authentic curriculum assessment and desired learning outcomes.\u003Cbr>-Providing tasks based on content and students’ future career.\u003Cbr>-Creating tasks that it does not harm or benefit any student.\u003Cbr>-Increasing students’motivation and interest for them","cbCairjzrJS3cVAs","https://ap.wps.com/l/cbCairjzrJS3cVAs","pdf",1438326,83,"English","# APPENDIX 1: Classroom Observation Checklist\n## Blueprint of the Observation Checklist\n## Observation Checklist","[{\"question\":\"What stages of authentic assessment implementation are included in the checklist blueprint?\",\"answer\":\"The blueprint covers pre-stages, core-stages, and post-stages, including instrument preparation, conducting assessment, scoring, feedback, and remedial/enrichment activities.\"}]","APPENDIX 1 - Classroom Observation Checklist - Blueprint of the Observation Checklist | PDF",29]