The Need for Authentic Assessment for Speaking Skills at Junior High School

Zaim, M.; Mukhaiyar, Mukhaiyar; Syahriati, Mentari

doi:10.2991/iselt-17.2017.18

Cited by 10 publications

(12 citation statements)

References 9 publications

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“…For students, with the authentic assessment, their true abilities can be well measured. For teachers, various forms of authentic assessment are expected to facilitate measuring exact students' language abilities and skills (Taufina, 2009;Zaim & Refnaldi, 2016).…”

Section: The Implementation Of Authentic Assessment Model Of Writing mentioning

confidence: 99%

“…Since there is a need for more holistic approaches for evaluating students. Traditional assessment fails to assess an overall ability of students because it focuses on knowledge rather than skill (Zaim & Refnaldi, 2016). Authentic assessment occurs within the context of an authentic activity with complex challenges and centers on an active learner that produces refined results or products and is associated with multiple learning indicators (Herrington and Herrington, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Koh (2015) argue that in competency-based curriculum and outcome-based learning, building teachers' capacity in implementing authentic assessment is one of the key priorities in in-service teacher education and professional development. Therefore, authentic assessment should be used by teachers in teaching and learning process to achieve the competency needed (Guliker et al, 2014;Zaim and Refnaldi, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Using Authentic Assessment to Better Facilitate Teaching and Learning: The Case for Students' Writing Assessment

Moria¹,

Refnaldi²,

Zaim³

2018

Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017)

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Abstract-The issues on the use of authentic assessments have been arising over the time. Various forms of assessment had been employed in the teaching and learning activities. Among of them, authentic assessment has been considered as an appropriate assessment to be used in education since it has various forms of assessment and its purpose is to create a meaningful learning. This assessment can be useful for assessing productive skills in language learning. A model of authentic assessment suitable for assessing writing skill, one of the productive language skills, had been developed by the writers. This article investigates the implementation of the authentic assessment model in classrooms practice. It specifically examines the use of authentic assessment to enhance students' learning and creativity for writing skill. Two English teachers were observed while implementing the authentic assessment model. 124 students were asked to give their perception of the implementation of the authentic assessment model. The result shows that authentic assessment is effective to encourage students' interest and critical thinking in writing. The students were exited in finishing any kind of the assignments. The authentic assessment allows the teachers to evaluate students' skills in writing intensely. It can be concluded that authentic assessment can be used to better facilitate teaching and learning, especially for writing ability.

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Section: The Implementation Of Authentic Assessment Model Of Writing mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Authentic Assessment to Better Facilitate Teaching and Learning: The Case for Students' Writing Assessment

Moria¹,

Refnaldi²,

Zaim³

2018

Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017)

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“…Therefore, need analysis is needed to be conducted. By doing need analysis, the researcher can develop authentic assessment that is suitable and applicable for the students (Zaim and Refnaldi, 2016). Deleting means a process to sort inappropriate authentic assessment that is not suitable with students need.…”

Section: Introductionmentioning

confidence: 99%

Authentic Assessment of Speaking Skill for Grade I Junior High School

Sahyoni

Zaim

2017

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Authentic assessment plays a evaluation. It covers cognitive domains appropriate authentic assessment to the students. This paper presents the result of a study English at grade questionnaire, interview, validation checklist and practicality checklist. There were 32 students as the respondents. This paper revealed that there are six authentic assessmen are role play, information gap, picture talks, brief question and answer, narrating sequences the six authentic assessment models in asses grade 1 Junior High School. Key Words: authentic assessment, high school.Penilaian otentik memainkan pembelajaran. Penilaian otentik mencakup tiga domain yaitu: psikomotor, dan kognitif. Untuk menilai kemampuan berbicara siswa, guru harus menerapkan penilaian otentik yang sesuai menyajikan hasil penelitian tentang pengembanga keterampilan berbicara di kelas I MTsN Batusangkar. Data diperoleh melalui kuesioner, wawancara, AbstractAuthentic assessment plays an important role in the process of learning covers three domains namely affective, psychomotor, and domains. To assess students' speaking skill, teachers must apply appropriate authentic assessment to the students. This paper presents the result of a study on developing authentic assessment of sp at grade 1 MTsN Batusangkar. Data were obtained through questionnaire, interview, validation checklist and practicality checklist. There were 32 students as the respondents. This paper revealed that there are six authentic assessment models appropriate for grade 1 Junior High School, they role play, information gap, picture talks, brief question and answer, narrating sequences, and pair dialogue. It is suggested that teachers six authentic assessment models in assessing students' speaking grade 1 Junior High School. the process of learning affective, psychomotor, and . To assess students' speaking skill, teachers must apply appropriate authentic assessment to the students. This paper presents the speaking skill of MTsN Batusangkar. Data were obtained through questionnaire, interview, validation checklist and practicality checklist. There were 32 students as the respondents. This paper revealed that there are six appropriate for grade 1 Junior High School, they role play, information gap, picture talks, brief question and answer, teachers may apply sing students' speaking skill at peaking skill, junior proses evaluasi domain afektif, psikomotor, dan kognitif. Untuk menilai kemampuan berbicara siswa, guru siswa. Artikel ini n penilaian otentik untuk keterampilan berbicara di kelas I MTsN Batusangkar. Data diperoleh melalui kepraktisan. Ada 32 siswa IntroductionIt is widely known that every subject at schools needs to be assessed in order to get information about their progress and achievement. Assessment allows teachers to measure, judge and compare students' ability and performance. In the past, teaching activity was centered on the teachers: teachers played active roles and students were passive. A current trend of teaching has moved into communicative language teaching which empha...

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“…In addition, the ways in assessing students' learning progress should be authentic, too. Therefore, authentic assessment is applied in the new curriculum.According to Zaim and Refnaldi (2016), authentic assessment is the way to evaluate students' learning progress through numerous assessment tasks. In addition, Brown (2010: 126) also notes, the belief of authenticity portrays the real-world tasks in which motivate the students to use the language skills in practice more communicatively.…”

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confidence: 99%

Teachers' Practices in Using Authentic Assessment in Speaking at Grade IX of SMPN 12 Padang

Zaim¹,

Amri²,

Asri³

2018

Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017)

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-This research aims to find out about the types of oral language assessment used by the teachers in their practices, the ways in applying those assessment tasks, and the problems faced by the teachers during the assessment processes. The method used in this research is descriptive. The data were collected through interviews to the English teachers of grade IX, distributing the questionnaires to both teachers and two classes of grade IX students, and analyzing the teachers documents. The findings indicate that (1) both teachers have varied the oral language assessment tasks, (2) both teachers have done several procedures of the authentic assessment, however in rating the speaking skill of the students, they still used the same scoring rubrics stated in the lesson plans, meanwhile each of the tasks has its own criteria in rating students' speaking skill.Keywords: Assessment, Authentic assessment, Teachers' practices, Teachers' difficulties, Speaking skill I. INTRODUCTION The latest curriculum in Indonesia, namely the 2013 curriculum, needs authentic assessment to be applied in assessing students' learning progress in the classroom processes. The reason is because the 2013 curriculum emphasizes both process and product of learning. It means that students are not only expected to master the learning theories, but they are also expected to be able in comprehending and applying those learning theories into the real life situations. In other words, authentic assessment is the right assessment to be used in assessing both process and product of learning.One of language skills which is really necessary to be developed on students is speaking. Speaking is one of ways in deciding whether they are able in applying theoretical knowledge into practice or not. Because of this reason, speaking is one of language skills which is concerned to be developed on students in the 2013 curriculum. In short, teacher should carry out speaking in the classroom instructions and do the assessment on it authentically.However in reality, based on the researcher's preliminary research there were still many problems arise related to the oral language assessment practices. One of them was that there were still a few tasks given to students on speaking. Because of this problem, students were not familiar with any oral language assessment activities. Moreover, it was not common for them to practice the language theories into speaking. Although students had understood the theories, they were sometimes still difficult in conveying their ideas in speaking because there was lack of speaking practice. In addition, the common language used by the teachers in teaching English was Indonesian. It also caused students could not develop the new English vocabularies.In point of fact, the Ministry of Education and Culture (2012: 4) states, the development of the curriculum philosophically is to let students have knowledge, attitudes and skills with them after completing their studies and are able in applying the knowledge in the real life situations. T...

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The Need for Authentic Assessment for Speaking Skills at Junior High School

Cited by 10 publications

References 9 publications

Using Authentic Assessment to Better Facilitate Teaching and Learning: The Case for Students' Writing Assessment

Using Authentic Assessment to Better Facilitate Teaching and Learning: The Case for Students' Writing Assessment

Authentic Assessment of Speaking Skill for Grade I Junior High School

Teachers' Practices in Using Authentic Assessment in Speaking at Grade IX of SMPN 12 Padang

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