Volume 9, No.

1, February 2018 Rama Dwika Herdiawan

AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING

Rama Dwika Herdiawan

English Language Education, Universitas Majalengka

Abstract
The assessment has been regarded as the crucial element in
instructional process which involeved the teacher and students ini
it. In addition, it requires a number of aspects which are concerned
on authenticity of how students do the task performatively.
Therefore, authentic assessment is necessarily selected in order to
reach the goal or objectives of teaching and learning process which
focused on real-world tasks. The five dimensional framework
proposed by Gulikers et.al (2004) need to be employed inside the
implementation of authentic assessment which covers at least:
tasks, physical context, social context, result or form, and criteria.
The framework represents how the students are assesses
authentically as well performatively in order that there are
innovative product and also perfomance created by the students
particularly. Beacuse authenticity is crucially needed to model of
assessment recently and it also represents the authentic outcomes
that are totally obtained in the teaching and learning process.
Authentic assessment is a new assessment paradigm which
contributesto significant alternative towards the existence of
traditional assessment practices which are still used by most of the
teachers in any levels. Regarding the paradigm, assessment is a
process which supports as well as improve students’ learning
(focuses on enhancing their cognitive skills) instead of only
assessing the teaching and learning process.

Keywords: Authentic Assessment, EFL Teaching and Learning

1. Introduction learn has become an often examined

subject of research in the last two
In terms of teaching and learning
decades (Scouller, 1997; Scouller &
process, assessment is needed to assisst
Prosser, 1994; Thomas & Bain, 1984).
thestudents’learning as well as provide
Meanwhile, Segers, et.al (2003) argue
the teachers wide opportunities to
that several aspects characterise tests
recall and review what they teach in
or assessments, one of which being the
order to enhance the students’ learning
authenticity continuum. This
particularly. It is in relation to the idea
continuum refers to situated as well as
that assessment is a salient variable in
artificial aspects that must be well-
determining what and how students
prepared by the teachers in terms of

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assessing the students’ performance. In same time’. It is clear that authentic

fact, the goals of teaching and learning assessment covers the whole aspects
process is well-achieved as long as which are necessary for conducting an
there is integration between innovative as well as progressive
instruction, learning, and assessment. teaaching and learning process. Thus,
Biggs (1996) claims that in order to to increase the students‟ learning we
meet the goals of education, a are supposed to create classroom
constructive alignment between assessments that contains high-quality
instruction, learning and assessment information about the students’
(ILA) is necessary. Thus, the learning (Gulikers et al., 2004). As a
assessment is regarded as the result, it is obvious that EFL teaching
prominent intructional tool to embody and learning need to be equpped by
an effective teaching and learning authentic assessment in order to boost
process as well as to avoid a not only the teachers’ cognition but
monotonous learning which contains also the students’ schemata in learning
less performative tasks given by the the related materials. To achieve it,
teaacher. there must be relevant indicators as
well as aspects that need to be
The authentic assessement is
considered to implement the authentic
appropriate for creating lively as well
assessment. Gulikers, et.al. (2004)
as interactive teaching and learning
proposed five dimensions of authentic
process. However, a number of
assessment are : (a) the assessment
teachers do not know how to
task, (b) the physical context, (c) the
implement it in their instructional
social con- text, (d) the assessment
processes and they stiil employed
result or form, and (e) the assessment
traditional assessment in terms of
criteria.
providing the students the tasks such as
filling in the blanks, matching the The authentic assessment
statements, and selecting the approriate contributes to EFL teaching and
options. It is line with authentic learning by optimizing the students’
Puckett & Black (2000) who states cognitive skills through a series of real-
‘assessment considers teaching, world tasks which are innovatively
learning and assessment as an ongoing, created by the teachers. There are main
intertwined and all happening at the considerations in terms of applying

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authentic assessment which are the instruction and assessment in

construct validity and consequential teaching and learning activity. In
validity (Gielen, Dochy, & Dierick, conclusion, authentic assessment is
2003). Dealing with construct validity, significantly influential in terms of
it covers some principles or criteria enhancing the students’ cognitive and
which are (a) tasks must appropriately also metacognitive competencies.
reflect the competency that needs to be Furthermore, it brings enormous
assessed, (b) the content of an changes which are related to develop
assessment involves authentic tasks the students and teachers’
that represent real-life problems of the competencies as well as cognitions. On
knowledge domain assessed, and (c) one hand, it can be measured to
the thinking processes that experts use recognize how well the student graps
to solve the problem in real life are the information as well as the teachers
also required by the assessment task govern the instructional process
(Gielen et al., 2003). These can be efficiently and effectively.
teachers’ guidelines to create authentic
2. Discussion
assessment for the purpose of meeting
In this section, there are some
the goal of instructional process.
elaborations as well as descriptions
Meanwhile, Consequential validity
dealing with the five dimensions of
describes the intended and unintended
authentic assessment proposed by
effects of assessment on instruction or
Gulikers, et. Al, 2004. On one hand,
teaching (Biggs, 1996) and student
the dimensions are described explicitly
learning (Dochy & McDowell, 1998).
based on a number of relevan theories
It is clear that the the role of
which focuses on the authentic
assessment and students’ perceptions
assessment. On the other hand, they are
significantly influence the students’
also exemplified based on various
learning student learning is largely
studies which are concerned with
dependent on the assessment and on
authentic assessment. The five
student perceptions of the assessment
dimensions of authentic assessment
requiremen (Gibbs, 1992). Meanwhile,
are: (a) the assessment task, (b) the
Sambell and McDowell (1998) states
physical context, (c) the social context,
the idea on consequential validity
(d) the assessment result or form, and
differently that the teacher and
(e) the assessment criteria.
students’ perceptions extremely affects

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The Authentic Task The authentic assessment task contains

different steps which are set out in
An authentic task is a integrated task
different contexts in or outside the
that focuses on knowledge, skills, and
classroom. This deals with the physical
attitudes as professionals do and
contexts which are conceptualised by
involves students with a number of
the teachers based on the content of
activities that are also conducted in
materials given. For example, when
educational practices (Van
having speaking class, the students are
Merrienboer, 1997). On one hand, it is
encouraged to develop the ideas on
called as a real- world task which is
making the short conversations about
developed for authentic assessment
the roles of English teacher inside the
which engage the students in the
classroom. When the students are
processes such as identifying an issue
assigned to have interview, they
from their community, planning to
directly find the English teacher who
solve the issue, exploration and
are willing to be interviewed. It means
demonstration of their understanding
that they need to go around the school
to the community. This task is also
only for searching for the teachers
created to allow the students to
outside the classroom. The idea is
integrate their knowledge, skills and
based on Gulikers et al., 2004 state
attitude to analyze and understand the
that.issue identification and planning
issue and design possible solutions
was done inside the classroom while
(Gulikers et al., 2004). It is in line
the exploration (through interviewing
with what Kirschner et.al (2004) state
people, visiting library, internet and the
that an authentict as a task that
teacher demonstration) and
resembles the criterion task with
demonstration of their learning through
respect to the integration of
presentation was done outside the
knowledge, skills, and attitudes, its
classroom in real context which is an
complexity, and its ownership. In
essential element of authentic
conclusion, authentic assessment is
assessment.
regarded as the tool that blend the
aspects of knowledge, skills, and Social Context
attitudes to assess the students’
Not only the physical context,but also
capacity in educational setting.
the social context contributes to the
Physical Context authenticity of the assessment. It is

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related to Resnick (1987) mentions that result or form is characterized by four

learning and performing out of school elements. It should be a an (a) quality
mostly takes place in a social system. product or performance that must be
Therefore, the authentic assessment created by the students in real context
should reflect social processes that (Wiggins, 1989). The students’
represent real-life contexts. During the performances include a (b)
process of authentic assessment, the demonstration that permits making
students also obtain different valid inferences about the underlying
opportunities to get engaged with competencies (Darling-Hammond &
others (Gulikers et al., 2004). For Snyder, 2000). It should also nvolve a
example, the students solve the (c) full array of tasks and multiple
problems with their groups by sharing indicators of learn-ing in order to come
what they have as the solution or to fair conclusions (Darling-
inputs while doing various tasks during Hammond & Snyder, 2000). Finally,
discussion session. In this case, there students should (d) present their work
must be collaboration among the to other people, either orally or in
students in order that they can actively written form, because it is important
get involved in the group discussion. that they defend their work to ensure
When the assessment requires that their apparent mastery is genuine
collaboration, processes such as social (Wiggins, 1989). By considering the
interaction, positive interdependency four elements in terms of the
and individual accountability need to assessment result, the teacher requires
be taken into account (Slavin, 1989). It the students’ performance in the form
is mentioned that the students need to of presentationa and demonstration to
be assessed colaborativelyto show assess them by providing output or
social interaction, positive feedback for them.
interdependency, and individual
The Assessment Criteria
accountability.
Criteria are closely related to
The Assessment Result or Form
characteristics of the assessment result
The assessment result covers a number that are valued and also standards are
of output of the assessment task, regarded as he level of performance
independent of the content of the expected from various grades and ages
assessment. In addition, an authentic of students (Arter & Spandel, 1992).

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So, Setting criteria and making them In brief, when applying authentic
explicit and transparent to learners assessment, we need to consider the
before-hand is important in authentic five dimensions proposed by Gulikers
assessment, because this guides et.al. to accelerate as well as achieve
learning (Sluijsmans, 2002) and, after the goal of teaching learning process.
all, in real life, employees usually Furthermore, these can become the
know on what criteria their significance and also reference in
performances will be judged. terms of building up the students’
Therefore, the judgment criteria are the cognition which is concerned with how
main consideration which are related to they implement it actively by joining a
realistic outcome, explicating series of activities. The five
characteristics or requirements of the dimensions closely deals with the
product, performance, or solutions that following aspects as follows: 1. Task:
students need to create in authentic What do you have to do? 2. Physical
assessment. Furthermore, criteria and context: Where do you have to do it? 3.
standards should focus on the Social context: With whom do you
development of relevant professional have to do it? 4. Result or form: What
competencies and should be based on has to come out of it? What is the
criteria used in the real-life situation( result of your efforts? 5. Criteria:How
Darling-Hammond& Snyder, 2000). does what you have done have to be
Criteria of an authentic assessment can evaluated or judged?. It is certain that
also be made based on the the authentic assessment covers a
interpretation of the other four number of aspects which are related to
dimensions of the framework. For taks, physical context, social context,
example, if the physical context relates result or form, and also criteria. These
to an authentic assessment of a must be well-integrated in order to
competency requires five hours, a influence the implementation of
criterion should be that students need authentic assessement effectively and
to produce the assessment result within aslo accurately.
five hours. In brief, the assessment
3. Conclusion
criteria are the crucial point that is
By considering the five dimensional
well-developed by the teachers for the
framework (Gulikers et.al, 2004), it
purpose of assessing the students’
leads to authentic product which is
learning.

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created innovatively because the role task given to the students. Thus, the
of teacher is not only teaching but also teacher (assessor) need to coorporate
preparing what appropriate tasks are with the others only for the area
give to the students based on their selection in authentic assessment.
interest particularly. They are activated Thirdly, after thinking of the second
by a number of group discussion or aspect, we (as assessor or evaluator in
presentation which are carried out teaching learning process) have to
cooperatively as well as consider the social context in which the
collaboratively. The framework also students actively enggage with the
provides important description dealing others during the assessment.
with the related elements or Therefore, ther must be colaboration
dimensions required in authentic among the teachers in terms of sharing
assessment. Therefore, the teachers ideas dealing with how to implement
along with the related parties should be the authentic assessment. Fourtly, after
able to implement and socialize it not implementing the three aspects
only for the students but also for the previously, we should look at the result
other teachers because the framework whether the assessment is successfully
totally represents what is needed in the done or not. So, this leads to how well
assessment. And it also reflects the we achieve the goal of instructional
specific characteristics of the process. Fifthly, it deals with criteria
assessment that is done authentically. which is concerned with explicit
The five dimensions covers the framework towards the implementation
following aspects as follows: firstly, it of authentic assessment. Moreover, it
is task which focuses on what we have is related to how we judge the product,
to do or the actions that must be done and also performance from the students
by the teachers in implementing and it also focuses on the final decision
authentic assessment. In addition, it made by the teachers in terms of
covers procedural steps that are assessing or evaluating the students’
conducted to create an active and product and performance.
innovative activities. Secondly,
In this case, authentic assessment
physical context reflects where we
enables the students take a part actively
have to to do the authentic assessment,
and they have to be responsible for
it means that selecting the appropriate
their learning. Meanwhile, the teachers
area which represent the assessment

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take the role as facilitator in the and contexts as well as multiple

teaching and learning process. To sum assessment moments and methods to
up, it brings the students’ activeness as reach a profile score for determining
well as enhance the students’ cognition student learning or development.
through the implementation of Increasing the authen-ticity of an
authentic assessment. In addition, it assessment is expected to have a pos-
requires the involvement among the itive influence on student learning and
parties not only the teachers (as motivation). However, most of the
assessor or evaluator) but also the teachers stiil have lack of how to
others such as supervisor, and also implement it inside their own teaching
principal. Therefore, ther must be and they have lack of professional
collaboration or coorporation among development program which has the
them to employ or apply it in terms of main concern on authentic assessment.
the students’ performance assessment.
For further actions, there must be
For example; the supervisor should
actualization that will be concerning
socialize the importance of authentic
with the procedures of applying
assessment to teachers and also
authentic assessment by some experts.
principals through seminar and also
By doing this, it is sure that every
workshop. The teacher who has joined
teacher will be aware of the importance
the seminar or workshop need to help
of authetentic assessment. It is
the other teachers on how to use the
supported by Savery and Duffy (1995)
authentic assessment properly.
defined authenticity of an assessment
Authentic assessment can be done well
as the similarity between the cognitive
if there is firm integration among the
demands-the thinking required-of the
parties involved. In fact, it has been the
assessment and the cognitive demands
government’s concern on the
in the criterion situation on which the
implementation of authentic
assessment is based. It is clear that the
assessment and it is also a part of 2013
students’ cognition as well as way of
curriculum that every teacher should
thinking will be significantly affected
assess the students authentically or
by how well the teacher asesses the
performatively. It is line with
students. So, the assessment must be
Herrington & Herrington (1998) who
authentically done to obtain the better
states that assessment involves
outcomes and create an attractive,
interesting real-life or authentic tasks

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innovative, and interesting atmosphere Darling-Hammond, L., & Snyder, J.

inside the classroom. This is supported (2000). Authentic assessment in
by Birenbaum (1996) claims that teaching in context. Teaching
students need to develop not only and Teacher ducation1,6 ,5 23-
cognitive competencies such as 545.
problem solving and critical thinking, Dochy, F. J. R. C., & McDowell, L.
but also metacognitive competencies (1998). Assessment as a tool for
such as reflection, and social learning. Studies in Educational
competencies such as communication Evaluation, 23(4), 279-298.
and collaboration. Based on the Gibbs, G. (1992). Improving the
statement, the competencies closely quality of student learning.
deals with cognitive, social, and also Bristol, UK: Technical and
metacognitive ones which can be in the Educational Services.
form of problem solving, critical Gielen, S., Dochy, F., & Dierick, S.
thinking, reflection, communication, (2003). The influence of
and collaboration. In this case, the assessment on learning. In M.
activities stimulate the students to not Segers, F. Dochy, & E. Cascallar
only able to communicate actively but (Eds.), Optimising new modes of
also the abiltity to be problem solver, assessment: In search of quality
critical thinker, and to able to make and standards (pp. 37-54).
reflection on what they have done in Dordrecht, The Netherlands:
their learning. Kluwer Academic Publishers
Gulikers, J. T. M., Bastiaens, T. J.,
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authentic assessment. Higher

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Educational Research & examination, short answer

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