Authentic Assessment Practice

Abstract

Due to the global outbreak of novel corona-virus disease, the teachers are demanded to carry out authentic assessments to support the 21st century learning activities, especially at junior high school level. The quality of teachers' authentic assessment practice is reflected by their authentic assessment knowledge. In accordance with it, this descriptive study is aimed at describing teachers' perceived knowledge of authentic assessment implementation and English language learning skills. Questionnaire and interview were conducted to collect the data of teachers' perceived knowledge. The instrument was constructed based on the theory of authentic assessment characteristics. This study showed that teachers had sufficient knowledge with the mean score of 61.67. All teachers have adjusted the assessments to the English language competencies and integrated them in learning process, so the students' progress could be observed individually. They also believed that authentic assessment was suitable to use as the learning outcome should focus on students' knowledge, attitude, and skills. However, not all authentic assessment could exactly measure the competency. Most teachers were also found to have difficulty in involving students in the assessment process. They have less knowledge in accustoming students to do self-assessment. Regarding to this, related workshop or seminar needs to be held to facilitate the teachers.

Exploring Indonesian Lecturers' Perceptions and Practices on English Language Assessment

“…Evaluation design and its application in the teaching-learning environment have recently led to a significant focus on teaching and learning English as a Foreign Language (EFL). Scholars and professionals have examined and analyzed efficient and streamlined evaluation __________  Corresponding Author: Imam Munandar (imameducator@gmail.com) Jalan Yos Sudarso No.10, Central Aceh Regency, Aceh, 24519 ©2023 by the Authors, published by Vision: Journal for Language and Foreign Language Learning https://journal.walisongo.ac.id/index.php/vision methodologies for supervising and assessing EFL education and instruction in domestic and international contexts (Archbald, 1991;Wahyuni et al, 2021;Zaim et al, 2020) who researched authentic assessment for speaking skills in the Indonesian EFL context, clearly described the application of genuine evaluation in a speaking class, emphasizing the different evaluation categories and the associated grading rubrics. Macey et al (2013) conducted a study on implementing authentic assessment and developed a practical guide in language assessment.…”

Transition from Conventional Assessment to Authentic Assessment Methods in Tertiary Education 21st Century Classroom in South-East Geo-Political Zone

“…Similarly, Koh et al (2019) reported that authentic involves higher levels of cognitive tasks and help in developing professional competences such as critical thinking, complex problem solving, creativity and innovation, effective communication and collaboration. In another development, Wahyuri et al (2020) aimed at describing teachers' perception of application of the authentic assessment during online teaching. They found that the teachers' perceived a sufficient understanding of the implementation of online authentic assessment and also that the adjusting of the materials into the required competencies would enable the students to be close with real-world.…”