Design of Authentic Assessment Based on Self-Reflection as an Instrumentfor Measuring Learner-Centered Learning Outcomes

Abstract

This study aims to develop and validate a self-reflection-based authentic assessment instrument as a tool for measuring learning outcomes that supports the implementation of learner-centered learning. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, limited implementation, and evaluation. The developed product comprises three integrated components: contextual problem-based authentic tasks, an analytical performance assessment rubric, and a self-reflection worksheet. Product validation was conducted by three validators consisting of an educational evaluation expert, a curriculum and learning expert, and an educational practitioner. Data were analyzed using Aiken’s V index to determine the content validity of the instrument. The results showed that the developed instrument achieved an average Aiken’s V score of 0.89, indicating a very high level of validity. The instrument demonstrated strong alignment with learning outcomes, clarity of assessment indicators, measurability of the rubric, readability of the instrument, and consistency with learner-centered learning principles. The integration of self-reflection into authentic assessment enables students not only to demonstrate learning outcomes but also to evaluate their own learning processes, thereby fostering metacognitive awareness and self-regulated learning skills. These findings suggest that the developed instrument has the potential to serve as an alternative assessment system that is more holistic, meaningful, and relevant to the demands of 21st-century learning than conventional assessments that focus primarily on final outcomes.