AUTHENTIC ASSESSMENT DILEMMA: STUDY ON THE ENGLISH TEACHER‟S NEED ANALYSIS OF ASSESSMENT IN THE CLASSROOM CONTEXT

Novia Trisanti

Abstract


Along with the current issue of curriculum in Indonesia, English teaching and learning instructional design gives impacts to the assessment administration. Recently, many English teachers experience dilemma case related to the way they create evaluation techniques for their students. This study tries to give evidences how English teachers administered the authentic assessment in their English classroom and its challenge to design it. The results then would be indicated as teacher‘s need deals with creating proper authentic assessment. The method of investigation used was qualitative research. The participants were five English teachers of three public junior schools in Semarang, Central Java, Indonesia. Questionnaires and lesson plan - materials compatibility analysis table were used to gather the data. The results give evidence that 60% of the respondents undergo the dilemma in implementing the authentic assessment in the EFL classroom context. This relates to the comprehension, constructing and executing it in the classroom setting. Also, their construction on authentic assessment was too simple and they chose the wrong technique of it. It can be concluded that some teachers had been flawed in their concept of constructing the authentic assessment. However, there are 40% of respondents had done good project in their construction of the authentic assessment for classroom setting.

Keywords


Authentic Assessment, Teacher‘s need analysis, Assessment in classroom context.

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DOI: https://doi.org/10.15294/utns.v0i0.574

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