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.