The practice of authentic assessment in an EFL speaking classroom

Abstract

The implementation of Curriculum 2013 has inserted the authentic assessment as the measurement method to evaluate students’ learning objectives and achievements in the classroom. In this curriculum, the application of authentic assessment requires teachers to evaluate students’ in three competencies: attitude, knowledge, and skill. Most teachers claim that speaking is the most difficult skill to be assessed by using the authentic assessment, considering the complex features of the assessment. This research was aimed at describing the application of authentic assessment in a speaking classroom which relates to the types of the assessment and the scoring rubric. The subjects of the study were an English teacher and 28 students of a class at one of the junior high schools in Banda Aceh. Under the descriptive qualitative approach umbrella, the data in this study was obtained from observation and document analysis. The results of the study revealed that the teacher used several types of activities to assess students’ speaking skills: (1) attitude assessment (teacher observation), (2) knowledge assessment (teacher interview/short answer question), and (3) skill assessment (narrating sequences). The result of this study indicates that authentic assessment is a feasible way to assess students’ speaking skill and it should be employed in assessing other skills as well for learning languages.

Awareness of Primary School Teachers on Authentic Assessment’s Tasks in Teaching Maths in the Direction of Competence Development for Primary School Students – Case Study in Binh Duong Province of Vietnam

“…(2019) researched the application of authentic assessment into evaluating the students' English speaking competence in junior high schools. The research fidings proved the efficiency of authentic assessment in evaluating the linguistic competences of learners [3]. In addition, the study applied the authentic assessment into teaching Mathematics for junior high school students in Indonesia and it proved that the authentic assessment had effective impacts on developing the competence of solving problems of students [4].…”

Authentic assessment development science to assess student competency

“…Paper and pencil tests are the only evaluation tools carried out in learning so that all student competencies cannot be measured (AlHouli & Al-Khayatt, 2020;Kurniawati & Sukardiyono, 2018;Mohamed & Lebar, 2017;Mongkuo & Mongkuo, 2017;Susani, 2018;Suwartono & Riyani, 2019). If they are authentic assessment methods, they can measure all student competencies (Inayah, Komariah, & Nasir, 2019;Moria, Refnaldi, & Zaim, 2017;Setyawarno & Kurniawati, 2018). Source: Carin (2017) and Agus and Suprianti (2017).…”

Supervision of Madrasah Principal on the Implementation of English Learning Evaluation

“…Furthermore, the oral test should not only be in the form of short answers, but various methods should measure it, for example, through monologues, dialogues, and conversations in group presentations (Usman et al, 2018). Students' English learning evaluation should be completed with original assessment formats such as checklists, portfolios, and special progress notes of students (Inayah et al, 2019). So, teachers can measure the development of academic achievement, skills, and student behaviour carefully.…”