EMBEDDING AUTHENTIC ASSESSMENT IN AR-BASED CIVIC EDUCATION

This study proposes the Embedded Authentic Assessment framework for AR-Based Civic Education integrated with Project Citizen. The framework’s three evidence domains (cognitive, affective, and participatory) were specified a priori from civic education theory; the article uses classroom evidence to examine how each domain was realised in practice. The article reports a secondary analysis of evidence generated during a three-week implementation involving 27 Grade IX students from three public junior high schools in Bandung, Indonesia: SMPN 2 Bandung, SMPN 12 Bandung, and SMPN 30 Bandung, with nine students from each school. The evidence base comprised 27 student interviews, narrative reflections, classroom observations, four-panel portfolios, and action plans. Thematic analysis of the qualitative corpus identified recurring evidence of empathy, tolerance, value-oriented reflection, deliberative participation, collaboration, and civic action readiness. These findings suggest that AR can provide a contextual and immersive learning environment, while Project Citizen and reflective and performance activities generate complementary forms of assessment evidence throughout the learning process. Because the study involved a limited single-group implementation and the present article is a secondary analysis, the findings should not be interpreted as causal validation of AR or Project Citizen. The Embedded Authentic Assessment framework is therefore presented as a theory-derived, data-informed conceptual proposal that requires further validation across larger and more diverse contexts.