Assessment of

LEARNING 2

Learning Module 2B
Supplementary Materials: Authentic Assessment
 GUIDELINES IN USING THIS MODULE
Dear students,

Good day! I wish you all safe in the comfort in your own houses with people closest to your
hearts!

As you are well aware of our current public health crisis, we cannot afford to take chances and
have a face to face discussions of topics in our course Math 12 Plane and Solid Geometry. As such, please
allow me to navigate you to each part of the module.

 Part I. Course Information and Module Direction

This part contains the module overview which gives you a

sneak peak of the activities and your deliverables.
Explicitly shown in this part is the alignment of program
graduate outcomes and course outcomes which was directly
lifted from our course syllabus. This complies to the
requirement of the university that the instructional activities
of teachers and students should be anchored to the intended
outcomes of the course and contributory to the attainment
of the graduate outcomes. Listed in this part of the module
are the intended learning outcomes that we wish to achieve
upon completion of the activities. Likewise, your
deliverables are also identified.

What’s important? Read this part so you will be guided

and you will be oriented what to expect in the module. When you know what to expect it is more likely
that you can maximize the use of this platform. Danger! By any means and in any circumstances, do not
attempt to comply the deliverables without going through the activity designed for you. Remember, this
module is designed for you to work on your own but that does mean that you can hop from one step to
another freely. Assess yourself first if you are ready to proceed to the next step or not.

 Part II. Instruction

This part allows you to perform activities depending on the topic at hand. With proper instruction, this
module will try to help you analyzing the results of your activity to arrive at the desired understanding of
the concepts. There will be instances that the teacher will include a prototype answers of the questions in
the activity for you to COMPARE with your own output. Formal input will also be included here in any
form such as but not limited to graphic organizer, separate file or document, photos, etc. Lastly, you are
guided to apply the concept in situations similar to what is presented in the activity.
What’s important? Perform the activity HONESTLY and ask help whenever necessary. It should be kept
in mind that this part is intended for you to DEVELOP CONCEPTS and RELEVANT
UNDERSTANDING.

 Part III. Practice

In this part of the module, you are given opportunities to practice the concepts in various situations. Since
you are doing the practice alone, self-reflection on your performance is highly encourage to personally
assess your strengths and weakness.

What’s important? HONESTY is the best policy. There are answers presented at the end of the practice
sheets which will attempt to give rationalization to selected items and guide you in your reflection later.
DO NOT take a sneak peak of this part without completing first the practice items.

 Part IV. Assessment/ Deliverables

This is your deliverables as culmination of this module. You are expected to submit outputs here and
demonstrate necessary understanding of the concepts.

What’s important? DO NOT CHEAT. Do not attempt to complete this part without going through parts 1
to 4. Your outputs here are graded so do your best here!

 Part V: Further Practice/ Advanced Problems/ Honors’ problem

This is an additional part of the module. You are not required to comply this part but this is intended to
challenge students challenging questions and tasks for cemented understanding of concepts.

What’s important? Since this is further practice, this is beyond what you should take in this course. This
will NOT take part in any examination/s or in your grade for this course.

 Part VI: Link to Internet

The links provided here are supplementary to our major references. You may take a look and peruse these
links for more learning experiences.

In case you need to contact me, please use the lines below:

https://www.facebook.com/mikaelmichael.dodongan

0945-660-5850; 0921-726 -1747

mb.dodongan@usep.edu.ph
Part 1: Course Information and Module Direction

A. Module Overview

This module aims to introduce you to authentic assessments. All you have to do is read
these readings and cull out main ideas and explain them in your own words.

B. Course Outcomes Alignment

This module is aligned to:

Program Graduate Performance Course Outcomes

Outcomes
PO4
Demonstrate competence in designing,
constructing, and utilizing different forms
of assessment in mathematics.
Indicators
Design alternative assessment tools
useful for
Design and utilize varied a. measuring process performance
assessment tools including and product-oriented outcomes,
alternative forms of and;
assessment b. making qualitative observations of
student performance and behavior

C. Intended Learning Outcomes

At the end of this module, the students are expected to:

1. Summarize readings on Authentic Assessment

D. Deliverables

1. Synthesis paper
Part II: Instruction

Reading No. 1
Authentic Assessment
When considering how to assess student learning in a course, most instructors would agree that
the ideal assessment would be one that not only assesses students’ learning; it also teaches students and
improves their skills and understanding of course content. One fundamental aspect of such assessments
is that they are authentic.

An authentic assignment is one that requires application of what students have learned to a new
situation, and that demands judgment to determine what information and skills are relevant and how
they should be used. Authentic assignments often focus on messy, complex real-world situations and
their accompanying constraints; they can involve a real-world audience of stakeholders or “clients” as
well. According to Grant Wiggins (1998), an assignment is authentic if it:

 is realistic.
 requires judgment and innovation.
 asks the student to “do” the subject.
 replicates or simulates the contexts in which adults are “tested” in the workplace or in civic or
personal life.
 assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and
skills to negotiate a complex task.
 allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on
and refine performances and products.

Authentic assessments can be contrasted with conventional test questions, which are often
indirect measures of a student’s ability to apply the knowledge and skills gained in a course.
Conventional tests have an important place in college courses, but cannot take the place of authentic
assessments. The table below, drawn from Wiggins, illustrates the differences between typical tests and
authentic assessments.

Typical tests Authentic tasks Indicators of authenticity

Require a high-quality product or
Correctness is not the only
Require correct performance, and a justification of
criterion; students must be
responses the solutions to problems
able to justify their answers.
encountered
Must be unknown The tasks and standards for
Should be known in advance to
to the student in judgment should be known or
students as much as possible
advance to be valid predictable.
Are disconnected The context and constraints of
Are tied to real-world contexts and
from real-world the task are like those
constraints; require the student to
contexts and encountered by practitioners
“do” the subject.
constraints in the discipline.
Contain items that Are integrated challenges in which The task is multifaceted and
isolate particular a range of skills and knowledge complex, even if there is a
skills or facts must be used in coordination right answer.
 Involve complex tasks that for
The validity of the assessment
Include easily which there may be no right
is not sacrificed in favor of
scored items answer, and that may not be easily
reliable scoring.
scored
Are “one shot”;
Students may use particular
students get one Are iterative; contain recurring
knowledge or skills in several
chance to show tasks
different ways or contexts.
their learning
The assessment is designed to
Provide usable diagnostic improve future performance,
Provide a score information about students’ skills and students are important
and knowledge “consumers” of such
information.

Authentic assessments have several advantages over conventional tests. They are likely to be
more valid than conventional tests, particularly for learning outcomes that require higher-order
thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for
students, and thus more motivating. And finally, they can provide more specific and usable information
about what students have succeeded in learning as well as what they have not learned.

However, authentic assessments may require more time and effort on an instructor’s part to
develop, and may be more difficult to grade. To address the difficulty of grading authentic assessments,
it is often useful to create a grading rubric that specifies the traits that will be evaluated and the criteria
by which they will be judged.

Source: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-
assessment/index.html
Task!!
Cite five major ideas from reading no. 1 and elaborate using your own words and context.
Core Ideas
Core Idea 1:
Authentic assessment is
realistic
Core Idea 2:
Authentic assessment
promotes collaborative and
independent learners
Core Idea 3:
Authentic assessment
motivates learners
Core Idea 4:
Authentic assessment is
more effective than
traditional assessment
Core Idea 5:
Authentic assessment is time
consuming
Reading No. 2:
What does it actually mean?
Unlike traditional tests, authentic performance requires not
only theoretical aspect of learning but also the application of what
they have learned to realize them in utilizing it in the real context.
Assessing learning is not only measured on how they answer test
questions, it is more evident if they will allow them to do what is in
their mind that promotes holistic learning.
In comparison to traditional way of assessing student’s
learning, authentic assessment urges students to be aware and
responsible on how they accomplish tasks. Also, this gives
freedom in a way that also shows creativity. We, teachers practice
students to be critical thinkers in preparing them to the real-world
as they go along adversities.
We should use assessment not only in measuring scores, not
only marking grades (traditional assessment) but to improve
themselves as to do better in upper circumstances in learning.
Authentic assessment provokes motivation to them in a sense that
there is an open interaction of both teachers and students, of how
far the development and how will they improve the performance of
students in providing feedback and comments with the guide of
rubric.
Imagine students only sitting for a whole-day discussion,
listening to teachers and comprehending information for them to
learn only on the four corners of the classroom. Compare it to
students collaborates with co-students on their learning with the
guidance of teachers, and allowing themselves to enhance their
knowledge into application. This is the bull’s eye in emphasizing
authentic assessment over traditional assessment. It implies not to
discriminate paper and pencil tests but to promote ‘real’ learning
by doing authentic tasks.
Consequently, this is the downfall of authentic assessment. It
gives additional burden for the teachers to consume more time and
effort in evaluating students’ outputs. However, authentic
assessment provides multi-facets of learning that improves
students’ skills. By the aid of rubrics, it does not sacrificing
standards and quality and also guides for both students and
teachers of what they are doing in accomplishing authentic tasks.
 What is Authentic Assessment?

Definitions

A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills -- Jon Mueller

"...Engaging and worthy problems or questions of importance, in which students must use
knowledge to fashion performances effectively and creatively. The tasks are either replicas of
or analogous to the kinds of problems faced by adult citizens and consumers or professionals
in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

"Performance assessments call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J.
Stiggins -- (Stiggins, 1987, p. 34).

What does Authentic Assessment look like?

An authentic assessment usually includes a task for students to perform and a rubric by which
their performance on the task will be evaluated. Click the following links to see many examples of
authentic tasks and rubrics.

 Examples from teachers in my Authentic Assessment course

How is Authentic Assessment similar to/different from Traditional Assessment?

The following comparison is somewhat simplistic, but I hope it illuminates the different
assumptions of the two approaches to assessment.

Traditional Assessment

By "traditional assessment" (TA) I am referring to the forced-choice measures of multiple-

choice tests, fill-in-the-blanks, true-false, matching and the like that have been and remain so common
in education.  Students typically select an answer or recall information to complete the assessment.
These tests may be standardized or teacher-created.  They may be administered locally or statewide, or
internationally.

Behind traditional and authentic assessments is a belief that the primary mission of schools is
to help develop productive citizens.  That is the essence of most mission statements I have read.  From
this common beginning, the two perspectives on assessment diverge.  Essentially, TA is grounded in
educational philosophy that adopts the following reasoning and practice:

1. school's mission is to develop productive citizens.

2. To be a productive citizen an individual must possess a certain body of knowledge and skills.

3. Therefore, schools must teach this body of knowledge and skills.

4. To determine if it is successful, the school must then test students to see if they acquired the
knowledge and skills.

In the TA model, the curriculum drives assessment.   "The" body of knowledge is determined
first.  That knowledge becomes the curriculum that is delivered.  Subsequently, the assessments are
developed and administered to determine if acquisition of the curriculum occurred.

Authentic Assessment

In contrast, authentic assessment (AA) springs from the following reasoning and practice:

1. A school's mission is to develop productive citizens.

2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the

real world.

3. Therefore, schools must help students become proficient at performing the tasks they will
encounter when they graduate.

4. To determine if it is successful, the school must then ask students to perform meaningful tasks
that replicate real world challenges to see if students are capable of doing so.

Thus, in AA, assessment drives the curriculum.  That is, teachers first determine the
tasks that students will perform to demonstrate their mastery, and then a curriculum is
developed that will enable students to perform those tasks well, which would include the
acquisition of essential knowledge and skills.  This has been referred to as planning
backwards (e.g., McDonald, 1992).

If I were a golf instructor and I taught the skills required to perform well, I would not
assess my students’ performance by giving them a multiple choice test.  I would put them out
on the golf course and ask them to perform.  Although this is obvious with athletic skills, it is
also true for academic subjects.  We can teach students how to do math, do history
and do science, not just know them.  Then, to assess what our students had learned, we can ask
students to perform tasks that “replicate the challenges” faced by those using mathematics,
doing history or conducting scientific investigation.

Authentic Assessment Complements Traditional Assessment

But a teacher does not have to choose between AA and TA. It is likely that some mix of the
two will best meet your needs. To use a silly example, if I had to choose a chauffeur from between
someone who passed the driving portion of the driver's license test but failed the written portion or
someone who failed the driving portion and passed the written portion, I would choose the driver who
most directly demonstrated the ability to drive, that is, the one who passed the driving portion of the
test. However, I would prefer a driver who passed both portions. I would feel more comfortable
knowing that my chauffeur had a good knowledge base about driving (which might best be assessed in
a traditional manner) and was able to apply that knowledge in a real context (which could be
demonstrated through an authentic assessment).

Defining Attributes of Traditional and Authentic Assessment

Another way that AA is commonly distinguished from TA is in terms of its defining attributes.
Of course, TA's as well as AA's vary considerably in the forms they take. But, typically, along the
continuums of attributes listed below, TA's fall more towards the left end of each continuum and AA's
fall more towards the right end.

Traditional --------------------------------------------- Authentic

Selecting a Response ------------------------------------ Performing a Task

Contrived --------------------------------------------------------------- Real-life

Recall/Recognition ------------------------------- Construction/Application

Teacher-structured ------------------------------------- Student-structured

Indirect Evidence -------------------------------------------- Direct Evidence

Let me clarify the attributes by elaborating on each in the context of traditional and authentic
assessments:

Selecting a Response to Performing a Task: On traditional assessments, students are typically

given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to
select the right answer. In contrast, authentic assessments ask students to demonstrate understanding by
performing a more complex task usually representative of more meaningful application.

Contrived to Real-life: It is not very often in life outside of school that we are asked to select
from four alternatives to indicate our proficiency at something. Tests offer these contrived means of
assessment to increase the number of times you can be asked to demonstrate proficiency in a short
period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate
proficiency by doing something.

Recall/Recognition of Knowledge to Construction/Application of Knowledge: Well-designed

traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students have
acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement to
authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or
recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense.
However, the demonstration of recall and recognition on tests is typically much less revealing about
what we really know and can do than when we are asked to construct a product or performance out of
facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize and apply
what they have learned in a substantial manner, and students create new meaning in the process as
well.

Teacher-structured to Student-structured: When completing a traditional assessment, what a

student can and will demonstrate has been carefully structured by the person(s) who developed the test.
A student's attention will understandably be focused on and limited to what is on the test. In contrast,
authentic assessments allow more student choice and construction in determining what is presented as
evidence of proficiency. Even when students cannot choose their own topics or formats, there are
usually multiple acceptable routes towards constructing a product or performance. Obviously,
assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly,
more student-structured tasks have strengths and weaknesses that must be considered when choosing
and designing an assessment.

Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student to

analyze or apply facts to a new situation rather than just recall the facts, and the student selects the
correct answer, what do you now know about that student? Did that student get lucky and pick the right
answer? What thinking led the student to pick that answer? We really do not know. At best, we can
make some inferences about what that student might know and might be able to do with that
knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex,
real-world situations. Authentic assessments, on the other hand, offer more direct evidence of
application and construction of knowledge. As in the golf example above, putting a golf student on the
golf course to play provides much more direct evidence of proficiency than giving the student a written
test. Can a student effectively critique the arguments someone else has presented (an important skill
often required in the real world)? Asking a student to write a critique should provide more direct
evidence of that skill than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.

Teaching to the Test

These two different approaches to assessment also offer different advice about teaching to the
test.  Under the TA model, teachers have been discouraged from teaching to the test.   That is because a
test usually assesses a sample of students' knowledge and understanding and assumes that students'
performance on the sample is representative of their knowledge of all the relevant material.   If teachers
focus primarily on the sample to be tested during instruction, then good performance on that sample
does not necessarily reflect knowledge of all the material.   So, teachers hide the test so that the sample
is not known beforehand, and teachers are admonished not to teach to the test.

With AA, teachers are encouraged to teach to the test.  Students need to learn how to
perform well on meaningful tasks.  To aid students in that process, it is helpful to show them
models of good (and not so good) performance.  Furthermore, the student benefits from seeing
the task rubric ahead of time as well.  Is this "cheating"?  Will students then just be able to
mimic the work of others without truly understanding what they are doing?  Authentic
assessments typically do not lend themselves to mimicry.  There is not one correct answer to
copy.  So, by knowing what good performance looks like, and by knowing what specific
characteristics make up good performance, students can better develop the skills and
understanding necessary to perform well on these tasks. (For further discussion of teaching to
the test, see Bushweller.)

 Alternative Names for Authentic Assessment

You can also learn something about what AA is by looking at the other common names for this form of
assessment. For example, AA is sometimes referred to as

 Performance Assessment (or Performance-based) -- so-called because students are

asked to perform meaningful tasks. This is the other most common term for this type of
assessment. Some educators distinguish performance assessment from AA by defining
performance assessment as performance-based as Stiggins has above but with no
reference to the authentic nature of the task (e.g., Meyer, 1992). For these educators,
authentic assessments are performance assessments using real-world or authentic tasks
or contexts. Since we should not typically ask students to perform work that is not
authentic in nature, I choose to treat these two terms synonymously.
 Alternative Assessment -- so-called because AA is an alternative to traditional assessments.
 Direct Assessment -- so-called because AA provides more direct evidence of meaningful
application of knowledge and skills. If a student does well on a multiple-choice test we might
infer indirectly that the student could apply that knowledge in real-world contexts, but we
would be more comfortable making that inference from a direct demonstration of that
application such as in the golfing example above.

Source: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Task!!
Cite five major ideas from reading no. 2 and elaborate using your own words and context.
Core Ideas What does it actually mean?
Core Idea 1: Education is envisioned to produce productive citizen. It can
Traditional assessment achieve if they possess body of knowledge which is the foundation
enhances student’s body of to use it in higher aspect of learning. Hence, traditional assessment
knowledge arises to hone students’ knowledge by measuring their
achievement through tests.
Core Idea 2: Also, students are expected not only be competent in
 Authentic assessment allows
students to perform
meaningful tasks
Core Idea 3:
Traditional assessment is a
pre-requisite for authentic
assessment
Core Idea 4:
Traditional assessment and
authentic assessment
function in various ways
Core Idea 5:
Authentic assessment has
alternate names
knowledge but also how will they utilize those in solving real-life
circumstances. Now, authentic assessment allows students to
realize knowledge into application which deeply sees if students
really learned. Learning is meaningful if we allow them to perform
and not only through isolation.
Since traditional assessment is meant for building students’
body of knowledge and skills which are the building blocks to
apply in real-life situations, then it is a pre-requisite of authentic
assessment that enhances the capability of students to perform
what they have learned in theoretical aspects of teaching.
This realizes us that that one of them is better in teaching
students in the classroom, but this is not to discriminate one
another but letting us to be reminded that these two ways of
assessment works effectively in various ways. In a particular
situation, measuring students’ learning does not only limits on
paper and pencil tests that isolates the idea of selecting only limited
responses. On the other hand, a well performed task is not enough
to say that the children is competent or they understand the lesson
through authentic or performance-based outcomes, it should be
blended both to allows creativity and motivates learning.
Authentic assessment is a broad idea in identifying diverse
tasks. Performance or Performance-based Assessment which
obviously allows students to perform tasks, AA concedes to
Alternative Assessment that serves as alternative way of assessing
students’ learning, and Direct Assessment that provides direct
evidence of the learning of the students through performances or
tangible outputs are the terminologies that interconnected in this
kind of assessment.

Reading No. 3

Using Authentic Assessment to Better Facilitate Teaching and Learning:

The Case for Students’ Writing Assessment

Elva Moria, Refnaldi, and M. Zaim English Language Education Universitas Negeri Padang
elvamoria77@gmail.com, refnaldi@yahoo.com, mzaim_unp@yahoo.com

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.
Keywords— Authentic Assessment, Writing Skill, Teaching English, Writing Assessment

I. INTRODUCTION

Assessment is central to teaching and learning (Bordoh et al., 2015). It is a process to gather information about
students' learning process. The information is needed to make decisions regarding students' learning abilities,
their placement in appropriate levels or groups and their achievement (Kankam, 2015). Assessment serves as
assistance for teachers in deploying the students into certain groups, improving teaching method and providing
guidance (Retnawati, Hadi, and Nugraha, 2013). Through assessment, teachers can determine students' success in
learning. Assessment can be a reflection of teachers' success in teaching. Assessment is a crucial thing that should
be paid attention in teaching and learning process since it can be a tool or a measurement to see the success of
teaching and learning process.

Nowadays, the use of authentic assessment in teaching and learning process becomes popular (Aitken and
Pungur, 2005). 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). This kind of assessment assesses students' performance in the real-
life context. Keyser and Howell (2008) state that authentic assessment mirrored real-world tasks rather than a
contrived learning experience of the classroom-based worksheet or test. Moreover, Stiggin (1987), Schurr (2002),
Zaim (2013), and Gulliker er al (2014) state that authentic assessment is the way of a teacher to evaluate students'
knowledge that is realistic and relevant and applicable for them in real-life experience. Authentic assessment is
multiple forms of assessment that is consistent with the classroom goals, curriculum, and instruction and reflect
students learning process, achievements, motivation, and attitude (O'Malley and Pierce, 1996; Callison, 1998;
Olfos and Zulianty, 2007). Authentic assessment is a process of engaging worthy problems or important
questions in which students have to use knowledge to fashion performances effectively and creatively. The
authentic assessment evaluates not only the products but also the process involved (Wiggin, 1993; Olfos and
Zulantany, 2007; Zaim, 2013).

Teaching English in junior high school is expected to enable students to reach the level of function in which
students are competent at oral and written communication in English to cope with daily needs. Thus, teachers
need to improve their assessment system. 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).

There are some characteristics of authentic assessment. It (1) requires students to perform, create, produce or do
something, (2) uses real world context or simulations, (3) is non-intrusive in that it extended the day do day
classroom activity, (4) allows students to be assessed on what they usually do in class every day, (5) uses a task
that represent meaningful instructional activities, (6) focuses on process as well as product, (7) taps into higher
level thinking and problem solving skill, and (8) provides information about strengths and weakness of students
(Brown, 2004). Thus, authentic assessment can be one solution for assessing learning activities. In addition,
Imran (2012) mentions that an authentic assessment is intended for measuring knowledge and skills of the
students, assessing students' performance with relevant and contextual tasks and various ways and form of
sources.

Brown and Abeywickrama (2010) propose six types of authentic assessment that can be used in assessing
language skills. They are performance-based assessment, portfolios, journal, conferences and interview,
observation, self, and peer-assessment. Brown called them an alternative assessment. Those assessments can be
used to assess students’ language ability in specific language skills such as reading, writing, speaking and
listening. A teacher can select types of authentic assessment based on the need to assess which kind of
competency (O'Malley and Pierce, 1996).

Some researchers have proved the effectiveness of using authentic assessment in teaching and learning process.
McCarthy (2013) found that authentic assessment can engage millennial students in the learning process. The
finding shows that not only having analytical and evaluation skill, but also self-assessment and self-reflection
skills that ensure students graduate as reflective practitioners and equipped for continuing professional
development. In other words, authentic assessment encourages students to be ready to live in the real world
situation. Then, Nezakatgoo (2011) reveals that students whose work was evaluated by a portfolio had improved
in their writing and gained higher scores in the final examination compared with those who were assessed by the
traditional evaluation. The finding of this study highlighted the fact that portfolio assessment can be used as an
alternative assessment along with traditional assessment on the process of teaching writing skill. Carrion (2012)
found that authentic assessment was the type of assessment that enhanced students' performance the most, as it is
authentic and mirrors students' real professional contexts.

The studies above proof the increasing of the use of authentic assessment in learning. The writers found some
advantages of using authentic assessment. However, there is no study investigating the need for authentic
assessment at school. An authentic assessment should be well developed and implemented to better-facilitated the
teaching and learning process. This article tried to investigate the implementation of the authentic assessment
model and the perception of teachers and students related to the application of the authentic assessment model.

The development of an authentic assessment needs a long process. The process begins with a need analysis by
considering the curriculum and school environment. The result of need analysis is used to design a model of
authentic assessment and develop a model of authentic assessment that is suitable for the need of the teachers.
Then, it is implemented and evaluation to know the effect on the model developed. The writer uses ADDIE
model in developing the model of authentic assessment of writing. According to this model, there are five steps in
developing a model of instruction: analysis, design, development, implementation, and evaluation. The authentic
assessment model that will be implemented should be validated by assessment expert before it is used by the
teachers in teaching and learning process.

II. METHOD

The data of this research were collected by observing two English teachers in implementing the authentic
assessment model of writing. The two English teachers taught at grade VIII Junior High School. Teacher A
taught at class VIII.1 and VIII.2, while teacher B taught at class VIII.3 and VIII.4. These classes are homogenous.
The data about the implementation of the authentic assessment model were gathered through observation, and the
data about the students’ perception were gathered to 124 students through questionnaire. Five types of authentic
assessment were implemented by the two teachers; they are writing prompts, project/exhibition, picture
description, journal, and process writing. Teachers’ and students’ perceptions were asked to know their point of
view about the authentic assessment model given.

III. FINDING AND DISCUSSION

Five types of authentic assessment for writing skills had been implemented by two English teachers in four
classes of grade VIII students of Junior High School. The findings can be shown as follows.

The Implementation of Authentic Assessment Model of Writing Skill

The first assessment that was implemented by the teachers was writing prompts. Before administering the
assessment, the teachers gave an explanation about the assessment system. In this assessment, the students were
asked to write short message based on the prompts given. There were five prompts provided in the assignment
form. 30 minutes were provided for the students to finish the assignment. The students seem interesting since the
prompts were short and easy to be understood. They can complete doing the task in the time given.
The second type of assessment was project/exhibition. This assessment needs students’ creativity in producing a
piece of written work. The students were asked to create some kinds of project related to several language
functions such as short message, notice, advertisement, and descriptive. The focus of this assessment was about
students’ creativity in creating a written product. Teachers asked the students to write an invitation. The results of
the students' works reflect their effort in creating an exciting product.

The third assessment was picture description. Several pictures were provided in this assessment. The students
were free to choose one of the pictures they want to describe. The students were asked to describe the picture.
They have 30 minutes to describe it. The students look very excited about doing this assignment, but some of
them could not finish it on the time given.

The fourth assessment was journal. There were two kinds of journal that the students were asked to do. They are
daily journal and reading journal. The two teachers chose to implement reading journal assignment. The template
had been provided by the teacher. In this assignment, the students were asked to report what book they had read
today, how much time they spend to read in that day and several new words they found in their reading. In
addition, they were asked to list some evens happened today. The teachers did not focus much on the grammar
but the effort of the students to read and write.

The last assessment was process writing. This assessment requires the teachers to assess the process instead of
product. Teachers were asked to collect all of the drafts of students' writing and asked to analyze the progress of
each draft. There were three steps that have to be completed by the students; pre-writing, writing, and post-
writing. Some students seem confuses to think about the topic and title they want to write. However, the template
could guide them to write easily. The students' writings were collected by the teachers. Teachers were required to
assess the process and progress of students writing instead of the final written product. After the teachers
implemented the four types of authentic assessment, the average scores of the students’ works were calculated.
The score recapitulation can be seen in the table 1:

The table 1 above shows that the highest average score was on writing prompts (80,56), and the lowest score was
picture description (74,44). The average score for all types of authentic assessment was 77,72. Two types of
authentic assessment were still below the average score; they are process writing and picture description.
However, students’ average score for all assignment was higher than minimum criteria score at this school (73). It
can be implied that authentic assessment model that was developed can be used facilitate teaching and learning
English, especially for writing skill.

This finding is in line with Ann (2015) who found that authentic assessment provided students for values
internalization. Authentic assessment is not only used at secondary school, but it is also highly used in college.
Ann (2015) said that the use of authentic assessment could clarify someone's thinking, prepare the students for
discussion, and can be used to apply the elements of effective writing. Authentic assessment has advantages for
students and teachers. 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).

Teachers' and Students' Perception of the Authentic Assessment Model

Teachers’ and students’ perceptions about the authentic assessment model were asked. To see their point of view
about the authentic assessment model which was done through questionnaire. Seven questions were asked to the
students, (1) the level of easiness of the assessment, (2) the interest of the assessment, (3) language use in the
assessment, (4) the usefulness of the assessment, (5) the practicality of the assessment, (6) the media used, and (7)
the time provided in doing the assessment. The finding can be seen in the table 2.

The table 2 shows that the students’ perception of the authentic assessment model that had been implemented by
the teachers is good. It shows that six points gained high score. They are the easiness (2,9), interest of the
assessment (3,4), language use in the assessment (3,4), the usefulness of the assessment (3,4), the practicality of
the assessment and students' learning interest (3,5), and the media used in the assessment (3,3). However, the
time provided for the students for finishing the assessment got the lowest score (2,1). It indicates that some
students need more time to finish the assignments. These findings show that the authentic assessment model is
easy, useful, clear, interesting, and can increase students’ interest in writing.

Related to the result of this research, Nurgiyantoro and Suyata (2009) stated school teachers expect the guidebook
for implementing authentic assessment to measure language proficiency, easy to follow and contains examples of
the assessment. The model of authentic assessment can fulfill this requirement. Moreover, Kankam (2015) stated
senior high school teachers need regular training and capacity building workshop on authentic assessment to
improve their use of authentic assessment as a tool to enhance teaching and learning. To implement authentic
assessment well, we should have a model of authentic assessment suitable with teachers' need and teachers should
be well prepared in performing the authentic assessment at school.

IV. CONCLUSION AND RECOMMENDATION

Authentic assessment is adequate to encourage students' interest and critical thinking, especially in writing. This
process allows the teachers to evaluate students in writing intensely. In addition, students were exited in finishing
any kind of writing assignments that had been developed. Authentic assessment can be used to better facilitate
teaching and learning of English, especially for writing.

References

Aitken, N., and Pungur, L. (2005). Authentic Assessment: Literature Synopsis. Retrieved on July 2016 from
http://www.ntu.edu.vn/Portals/96/.../authentic_ assessment.
Ann, R. (2015).International Journal of Education and Social Science. A Survey of Authentic Assessment in
Teaching of Social Sciences. Vol 2 No. 6
Bordoh, A., Eshun, I., Quarshie, M., Bassaw, T.K., and Kwarteng, P. (2015). Social Studies Teachers’
Knowledge Base in Authentic Assessment in Selected Senior High Schools in the Central Region of
Ghana. Journal of Social Science and Humanities, 1 (3) 249-257.
Brown, H. D. (2004). Language Assessment Principles and Classroom Practices (Second Edition). New York:
Pearson Education, Inc.
Brown, H, D., and Abeywickrama, P. (2010). Language Assessment Principles and Classroom Practices
(Second Edition). New York: Pearson Education, Inc
Callison, D. (1998). Authentic Assessment. Journal School Library Media Activities Monthly. Bloomington:
Indiana University
Gulikers, J., Bastiaens, T.M, Theo J. and Kirschner, P.A. (2014). Perception of Authentic Assessment: Five
Dimension of Authenticity. Educational Technology Research and Development.
Herrington, J. A. & Herrington, A. J. (2006). Authentic conditions for authentic assessment: aligning task and
assessment. In A.Bunker & I. Vardi (Eds.), Proceedings of the 2006 Annual International Conference of
the Higher Education Research and Development Society of Australasia Inc (HERDSA): Critical Visions:
Thinking, Learning and Researching in Higher Education: Research and Development in Higher
Education, Volume 29 (pp. 141-151). Milperra, NSW: HERDSA.
Imran, S. (2012). Authentic Assessment. http://ipankreview.wordpress.com/. Retrieved on July 2015.
Kankam, B (2015). Teachers’ Perception of Authentic Assessment Techniques Practice in Social Studies Lesson in
Senior High Schools in Ghana. Ghana: International Journal of Educational Research and Information
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Keyser, S and Howel, S.L. (2008). The State of Authentic Assessment. Brigham: Young University.
Koh, Kim (2015). Building Teachers’ Capacity in Authentic Assessment and Assessment for Learning. Proceeding
of the IDEAS. Calgary: University of Calgary:
McCarty, G. (2013). Authentic Assessment – Key to Learning. Wollongong: University of Wollongong, Faculty of
Business-Papers

Task!!
Cite five major ideas from reading no. 3 and elaborate using your own words and context.
Core Ideas What does it actually mean?
Core Idea 1: Assessment main function as a whole is to measure students’
Authentic assessment is ability that concludes the decision of the teachers if they
effective in teaching- effectively learned or not. However, it is not only meant for
learning process assessing their capability but in order for to assess themselves of
what will be their current learning. Specifically, authentic
assessment is indeed effective for the students that give active and
meaningful learning. Meanwhile for teachers, it is useful for them
 to evaluate the effectiveness of the performance in teaching the
students.
Core Idea 2: In traditional tests, it deprives the chance of the students to
Authentic assessment think independently and not allowing them to create product or to
promotes holistic learning perform process. Unlike authentic assessment, they have freedom
for both students and to explore learning in various ways that promote holistic
teachers development that is not only focusing on knowledge but also skills
that can be useful in real-life situation.
Core Idea 3: When they conducted the research, they formulated the fact
Authentic assessment is that authentic assessment is quite effective in enhancing writing
effective in enhancing skills of the students in a way that there were various activities
writing skill with different approaches that captured interest of the students,
enhanced creativity in doing tasks and they discovered writing skill
as a meaningful lesson that is essential in written and oral
communication.
Core Idea 4: Again, in comparing to traditional that isolates students to
Authentic assessment think and to respond by their own ways, authentic assessment
measures real ability of measures ‘real’ ability of students. It is evident not only assessing
students one aspect of knowledge of the students but to assess overall
understanding through product and process on how they will
critically use it in fashioning situations. Therefore, through multi-
facet approach in assessment, we can say that students really learn
and develop when you are giving different types of tasks, and not
only by traditional testing that gives only limited responses.
Core Idea 5: The article encourages teachers to uplift students’ interest
Authentic assessment and critical thinking in developing writing skills through authentic
encourages students’ assessments. Also, it emphasizes the importance of the ability of
interest and critical students in molding not only to be educated but to be real-life-
thinking, especially in ready in facing different problems because learning with the aid of
writing authentic assessment makes students holistically developed.
Authentic assessment made not only to realize the performance of
both student and teachers but also to improve their learning,
especially in writing.
Part IV: Assessment/ Deliverables

Final Deliverable

1. Using the core ideas you cited, write a two-page synthesis paper.

Gone are the days that the teacher acted as an overflowing fountain of knowledge. We are
done on the era that defining only students’ progress is by their scores, grades and remarks
through traditional tests. And we finally done in formal education that prohibits students to think,
act and integrate independently. These are the ideas that we were describing the so called ‘old
school’ educational system that deprives students to get out of their shells, when there is no
chance to learn by their own pace.
Assessment is the backbone of teaching and learning process, we cannot determine
students’ progress and development in learning if without assessment, and so, we cannot say that
the students really learned. Meanwhile, assessment greatly influenced students since this allows
them to keep on the track and to realize themselves on how far they are learning in school. Also,
on the side of the teachers, this give chances to assess and reflect how their teaching styles and
techniques are effective to students. By both side of them, do we really emphasizes the
meaningful essence of assessment in daily circumstances in teaching-learning process?
Particularly, authentic assessment, is designed for current educational setup that there is
more than traditional method of measuring one’s knowledge and motivates learners to improve
what they have learned in a certain lesson. We are claiming the fact that as educators, we tend to
assess students capabilities not just by cognitive aspect, but also how that aspect will utilize into
practical ways and realize how that will affect to their lives. Again, authentic assessment digs
into holistically approached assessment of learning that knowledge can be useful in real-life
situation, not only isolates on the four sides of the classroom.
Realistic over contrived learning experience, learning should not limit the act of
independence in discovering real-life situations. Authentic assessment works by allowing
students to do something, not to choose limited options in tests. It sets the classroom goals,
creative curriculum and instruction and greatly impacts students’ learning process, achievement,
motivation and attitude. Traditional assessment thinks students by limited situation and by
limited response, and also limited measurement of learning. It is mostly used in recognition and
isolation of knowledge, not in application and integration.
A, B, C, and D, True or False, fill-in the blanks, etc. are the expected response of students
compared to making portfolios, reflections, journals, performance-based tasks with various ways
on how will student respond. Though learning should also enhance body of knowledge by
assessing their understanding through paper and pencil tests, we should not get their chances in
making them as adventurers in learning as they will encounter life’s challenges.
In an instance found in one of the articles, authentic assessment encourages teachers to
uplift students’ interest and critical thinking in developing skills. It highlighted the importance of
the ability of students in molding not only to be educated but to be real-life-ready in facing
different problems because learning with the aid of authentic assessment makes students
holistically developed. Authentic assessment made not only to know something but to make
something, and that is meaningful learning.
This is the essence of authentic assessment in the emerging 21 st century learners that
never settle for buffet information. Authentic, performance-based and alternative assessments are
the terminologies that alternate traditional assessment. Authentic can be seen, it is the direct
evidence that provokes students’ progress. Also, there are circumstances that need to perform in
order to evaluate that the students really acquired knowledge.
I am not saying that I am discriminating traditional assessment that excels in maintaining
the standard, allowing students to analyze and synthesize their knowledge through responses, but
we should have ‘open-ended’ tasks that expands horizon of learning and to discover more than
test questionnaires.
As teachers, we need to be responsible and creative on how we cultivate learners and how
to meaningfully realize lessons, this perfectly exemplifies with the mixture of authentic and
traditional assessment. Put yourself in a Physical Education class, as what we are practicing now
in our curriculum, the class firstly introduces idea, theories and discussion in order to have
foundation. Through traditional assessment, it will be the building block to assess how they
understood the lesson. Thereafter, we will use the body of knowledge into something that
realizes students that how those theories functions in application. Now, authentic assessment
takes its place in assessing students’ performance on how they integrate knowledge in realizing
the lesson. This how both type of assessment work in a capsule, not only one is emphasized.
Through this, it creates attitude for the students to be creative and enhances critical thinking
skills that developed holistically.
Educational practitioners have proved that authentic assessment is much effective on the
existing students in their learning process. It does not only promotes analytical and evaluative
skills, but also improves self-assessment and self-reflection skills that think by themselves of
how they reach the ultimate goal of which is to effectively teach and productively learn inside
classroom context. The bottom line here is that going to school is not for competition of brains,
not for aiming higher grades, not for just having ‘knowledge’ but using that knowledge outside
the classroom.