The Scientific Basis of Authentic Assessment and Its Implementation in English as a Foreign Language Education

Abstract

Authentic assessment is extensively accepted in higher education as an alternative assessment to replace or supplement traditional assessment. This paper examines the scientific basis, types, and characteristics of authentic assessment from the perspective of the supporting theories used in the research literature. Furthermore, this paper discusses the internal and external requirements of authentic assessment in English language teaching in terms of profession, students’ motivation and willingness, and the integrative nature of English language use. The paper concludes by pointing out the factors to consider in designing the tasks and rubrics for the implementation of authentic assessment.