English Teachers’ Perceptions to Authentic Assessment

Research output: Contribution to journalArticle


Authentic assessment is a meaningful measurement significantly over the study of students to the domain of attitudes, knowledge, and skills. In applying authentic assessment to determine the learning outcomes of students, teachers apply the criteria relating to the construction of knowledge, and try to observe activity, and value beyond school achievement. The purpose of this authentic assessment is to measure a variety of skills in a variety of contexts that reflect real-world situations where those skills are used. The types of authentic assessment in the curriculum in 2013 include performance assessment, portfolio assessment, project assessment, and a written assessment. Stages in authentic assessment in the 2013 curriculum are included analysing core competencies and basic competence. Basic competence determines the appropriate foundation to learning, to develop indicators of basic competencies chosen, and determining aspects, forms, rubrics, and assessment instruments. In order to implement effective authentic assessment the teacher must clearly understand the objectives to be achieved. This research has purposed to expose the response from the language teachers in Ambon after having curriculum 2013 training. The results show the teachers are grouped into two major opinions, the optimistic and pessimistic teachers.
Original languageEnglish
Number of pages6
JournalSSRN Electronic Journal
Publication statusPublished - 1 Jul 2016

Bibliographical note

Sangia, Rohib Adrianto, English Teachers’ Perceptions to Authentic Assessment (July 1, 2016). Available at SSRN: https://ssrn.com/abstract=3257753 or http://dx.doi.org/10.2139/ssrn.3257753


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