<![CDATA[This study aimed to determine the ability of high school biology teacher in preparing authentic assessment as the evaluation of learning. This study is a descriptive study using a non-hypothetical survey approach, data collection techniques with documentary studies and interviews. Data obtained in the form of assessment instruments that have been developed odd semester of high school biology teachers of the school year 2013/2014. Data already collected were analyzed using descriptive statistics. Based on the research results of the preparation of the percentage of authentic instruments in a biology teacher lesson plan (RPP) is a high school teacher for assessment observation A (69.6%), description of assessment (45%), assessment assignment tests (54.2%), performance assessment ( 70.8%), assessment of the project (75%), portfolio assessment (75%), teacher B for a description assessment (55%) and project assessment (25%), whereas for C teacher observation assessment (50%), option valuation double (39%), assessment descriptions (37%), as well as evaluating the project (33.3%). Percentage capabilities suitability preparation of authentic instruments with standardized criteria in high school biology teachers in the odd semester of school year 2013/2014 is the preparation that do not fit the criteria of a teacher (53.5%), teacher B (92.03%) and teachers C (80.75%), while the corresponding criteria for the preparation of a teacher (46.5%), teacher B (7.97%) and teacher C (19.25%). Generally cause the preparation of an assessment instrument discrepancy is the format used in the assessment rubric high school has not been uniform in practice and not all teachers know the assessment items that must be used. Keywords: ability of teachers, authentic assessment, evaluation of learning]]>
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