Toward Authentic Language Assessment: A Case in Indonesian EFL Classrooms

Abstract

Meaningful assessment in Indonesian newly-instituted curriculum (the 2013 curriculum) of EFL now shares a more central position as the curriculum requires that the classroom instruction and learning has to be conducted in thematic integrative approach where authentic assessment is a core; while assessment practice has long been widely traditional where quantitatively-oriented tests are dominant, mostly knowledge-based, and depending largely on the results of product assessment but neglecting process assessment. Policies regarding such problem need to be made which mainly aim at helping English teachers prepared for the new curriculum. In EFL context, need analysis has been done involving English teachers from 23 junior high schools in three regencies in Bali in 2013. Data were collected through questionnaire, interview, and document study. Focus of the analysis involves the authenticity of EFL assessment as shown in teachers’ lesson planning and implementation, teachers’ readiness to implement authentic assessment, and challenges of implementing authentic assessment. Seen from teachers’ lesson planning and implementation, it was evident that the relevance of assessment with the teaching and learning activities and the skills taught is good; but the relevance of type of assessment used to assess the intended skill is just moderate. Problems on the latter aspect can be seen from the use of multiple choice type test to assess speaking and unavailability of appropriate assessment rubric to assess performance. Such finding relates to teachers’ readiness to implement authentic assessment. Most teachers consider that authentic language assessment is applicable to

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Author Information
Cláudia Maria Bokel Reis, Federal University of Rio De Janeiro, Brazil
William Soares Dos Santos, Federal University of Rio De Janeiro, Brazil

• Category: Alternative assessment

Posted by James Alexander Gordon

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