THE APPLICATION OF 21ST CENTURY LEARNING ASSESSMENT BY ENGLISH TEACHERS AT SENIOR HIGH SCHOOL

Abstract

The 21^st century is a century that is full of challenges. Advances in technology that are increasingly developing make humans have to be ready to accept various kinds of changes. Various competencies needed by students in the current era of globalization are often referred to as 21^st-century skills, and the concept of education is known as 21^st-century learning. Based on the times, the current assessment refers to 21^st-century learning, which is related to critical thinking, creative thinking, communication skills, and collaboration skills. The application of 21^st-century learning cannot be separated from 21^st-century assessment. The purpose of the study in this paper is to determine whether the teachers were familiar with and applied 21^st-century learning assessment or not, especially in learning English. This research used a descriptive qualitative research method by collecting data through observation, interviews, and documentation. The results of the study indicate that of the four 21^st-century learning indicators, English teachers have started implementing 21^st-century learning assessments. It can be concluded that English teachers have begun to adjust their assessment rubrics according to the indicators that exist in each type of skill possessed by students, namely critical thinking, creativity, collaboration, and communication skills.