The Implementation of Authentic Assessment and the Problems Faced by the English Teacher at the Seventh Grade of SMPN 1 Tarakan

DOI

10.2991/978-2-38476-078-7_29How to use a DOI?

Keywords

Implementation; Problems; and Authentic Assessment

Abstract

The present study aimed at describing the implementation of authentic assessment and the teacher’s problems in implementing the authentic assessment. Descriptive qualitative research was employed with the data gained from the technique of documentation, observation, interview, and questionnaire distribution to an English teacher at the seventh grade of SMPN 1 Tarakan. The results showed that, first, the authentic assessment was implemented from four stages of assessment: preparation, process, result, and reflection. In the assessment preparation stage, the teacher had made the criteria for a minimum passing grade, a test blueprint, lesson plans, learning indicators, learning objectives, assessment techniques, and scoring rubrics. In the assessment process, the teacher conducted a written test using multiple-choice questions, gap fillings, essays, and rearrangements to assess students’ cognition, and the project assessment in the form of written text to assess students’ psychomotor aspect. In the assessment result, the teacher provided corrections on students’ tasks, gave scores directly, and conducted a remedial program. At the last stage, the teacher spent time for reflection to analyze and interpret the results of test scores in order to match the test questions according to the level of students’ abilities. Second, the teacher’s problems in implementing the authentic assessment were seen from the characteristics of authenticity. The context of the assessment was shown by the students’ lack of vocabulary mastery, the differences in students’ abilities which made the teacher difficult to determine the appropriate tasks, students’ lack of confidence in displaying their skills, and time constraints. The role of students was indicated by the passive character of students, less responsible, and dependent in carrying out tasks in the learning process which made the teacher could not apply “collaborative” characteristics. The teacher showed the scoring procedure did not apply “criteria known by students” in learning activities, so the students did not know how their teacher corrected their tasks.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Ridwan Ridwan
AU  - Resty Octaviani
AU  - Suyadi Suyadi
AU  - Agus Rianto
PY  - 2023
DA  - 2023/06/26
TI  - The Implementation of Authentic Assessment and the Problems Faced by the English Teacher at the Seventh Grade of SMPN 1 Tarakan
BT  - Proceedings of the 1st Lawang Sewu International Symposium on Humanities and Social Sciences 2022 (LEWIS 2022)
PB  - Atlantis Press
SP  - 285
EP  - 299
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-078-7_29
DO  - 10.2991/978-2-38476-078-7_29
ID  - Ridwan2023
ER  -