Authentic

Assessment

How Could Authentic Assessment Benefit EFL

Students’ Speaking Skills in Swedish Upper
Secondary School?

COURSE: English for Subject Teacher, 61-90 hp

PROGRAMME: Ämneslärarprogrammet
AUTHOR: Lindha Andersson
TUTOR: Jenny Siméus
EXAMINER: Julia Forsberg
SEMESTER: Spring-20
Title: Authentic Assessment – How Could Authentic Assessment Benefit EFL Students’
Speaking Skills in Swedish Upper Secondary School?
Author: Lindha Andersson
Pages: 26
Keywords: Authentic assessment, EFL, speaking skills, upper secondary school.

Abstract:
The study’s intention is to research the questions of how authentic assessment could benefit
EFL students’ speaking skills in Swedish upper secondary school and what some advantages
and disadvantages were of doing so. To this end secondary sources were used to gather
information to be able to answer the research questions. The results showed that the benefits
of authentic assessment could help students’ speaking skills in improving their accuracy and
fluency, their conversational skills and grammar use for communicative competency. Results
also showed that authentic assessment promotes learning style diversity. Both skill and
materialistic issues were found as some advantages and disadvantages of using authentic
assessment when assessing EFL students’ speaking skills. Examples of advantages were
authentic assessment helping students develop skills such as critical and logical thinking,
interactional skills and combining cognitive objectives with attitudes and social skills. No
disadvantages in favour of the students were found. However, the teacher’s lack of possible
knowledge needed to use authentic assessment was noted. A final discussion expressed that
authentic assessment, like any other type of assessment, has its value when used in the right
context.
Table of contents

1. Introduction 1

2. Background 1
2.1 Nine components of authenticity 2
2.2 Focus points of authentic assessment 3
2.3 Distinguishing authentic material 3
2.4 Distinguishing authentic “talk” 4
2.5 Assessing speaking 5
2.6 Working with authentic assessment 5
2.6.1 Role play 5
2.6.2 Information gap 6
2.6.3 Picture talks 6
2.6.4 Brief question and answer 6
2.6.5 Narrating sequences 7
2.6.6 Pair dialogue 7
2.7 The English subject curriculum 7
2.8 Bringing views on authentic assessment together 8

3. Aim 9
3.1 Research questions 9

4. Method 9
4.1 Gathering the material 9
4.2 Sorting the material 10
4.3 Analysis and interpretation of the material 10
4.3.1 Source and main point of the article 10
4.3.2 Interpreting the material 11
5. Results 11
5.1 Benefits of authentic assessment on EFL students’ speaking skills 12
5.1.1 Accuracy and fluency 12
5.1.2 Learning style diversity 12
5.1.3 Conversational skills 12
5.1.4 Grammar use for communicative competency 13
5.2 Advantages and disadvantages of authentic assessment 13
5.2.1 Advantages of authentic assessment 13
5.2.2 Disadvantages of authentic assessment 14
5.3 Example of authentic assessment in practice 15

6. Discussion 15
6.1 Authentic assessment and EFL students 15
6.2 Some advantages of using authentic assessment 16
6.3 Some disadvantages of using authentic assessment 17
6.4 Revisiting the English subject curriculum 18
6.5 Advocates of authentic assessment 18
6.6 Practical authentic assessment using the English curriculum 19
6.7 Analysis of method 20
6.8 Future research 21

7. List of references 22

8. Appendices
Appendix 1 25
1. Introduction
Assessment is a vital element to teaching. Assessment is a means to ascertain what a student
knows of a particular area of knowledge or subject, what they have learnt and to what degree
they know it. In the English subject taught in upper secondary school assessment deals with
assessing a student’s language skills in the core content areas of communication, reception as
well as production and interaction (Skolverket, 2020). Why is it necessary to assess students?
Långström and Viklund (2010) write that assessment is most often used in education for two
main reasons which are to control what the students have learnt or support their learning and
development.

In recent years interest and support have arose for a less common assessment form which is
authentic assessment. Authentic assessment in its shape and execution both differs and do not
differ from the more common forms of assessment, summative and formative,
(Lundahl,2009, p. 390) which are used in Swedish schools today (Skolverket, 2011, p. 17).
Authentic assessment focuses and relies on there being a connection between the real-world
outside of school and the school environment itself (Allen et al., 2012, p. 1). As such there is
a focus on the nature of the material used in authentic assessment to fulfill the purpose of the
assessment being authentic. These differences are what first attracted interest for the topic as
a research subject, leading to how it could be used to benefit students’ learning and
development. Possibly giving teachers an additional tool when assessing students in language
skills such as speaking.

Hence the topic and focus of this study has been chosen to concern the area of assessment of
the teaching profession. Since assessment is a vast topic, the scope of this study was limited
to authentic assessment. Therefore, this study intends to define and summarise the method
authentic assessment. This is to provide the baseline of understanding for which a more in-
depth discussion of how authentic assessment could benefit EFL students’ speaking skills.
Potential advantages and disadvantages of using authentic assessment when assessing EFL
students’ speaking skills will be discussed as well.

2. Background
This section will provide descriptions of the different aspects related to authentic assessment
in its definitions and appliance. This is to create an understanding for what authentic
assessment entails and how it could be used for assessing EFL students’ speaking skills.

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As previously mentioned, assessment is a vital element in teaching and perhaps even a
natural part of teaching for the purpose of gauging the students’ knowledge and skills.
Långström and Viklund (2010) and Harmer (2015), amongst other didactive issues, deal with
assessment which is at the heart of this study. Authentic assessment, the focus of this study,
differs some from the more commonly known and used summative and formative
assessment. Lundahl (2009, p. 390) explains authentic assessment as being the ideal method
of assessment where the assessment is executed as realistically as can possibly be done
(however what realistically entails is not further explained). While Harmer (2015) does not
explicitly describe authentic assessment in those exact terms, he does write about authenticity
when it comes to choosing written text and speech recordings for teaching English to foreign
speakers. Harmer further explains:

Authentic material is language where no concessions are made to foreign speakers. It

is normal, natural language used by competent or native speakers of a language. This is what
our students encounter (or will encounter) in real life if they come into contact with target-
language speakers, and, precisely because it is authentic, it is unlikely to be simplified or
spoken slowly (2015, p. 306). Hence it is important for the teacher to choose authentic texts,
recordings or videos that are appropriate for the language skill levels of their group of
learners.

2.1 Nine components of authenticity

The authors of the scholarly article Defining Authentic Classroom Assessment write that
making assessments authentic is commonly advocated for being the best practice in
classroom assessment and that the term authentic is “often used as meaning the mirroring of
real-world tasks or expectations” (Allen et al., 2012, p. 1). For example, students would be
asked to role play an interview for a job at a bank or perhaps a meeting of two people in the
grocery store. However, the authors also write that there is no consensus in the actual
definition of the term or the characteristics of an authentic classroom assessment. The earliest
reference of the term authentic itself was made over 20 years earlier (Archbald & Newman,
1988). In the journal article the authors try to identify nine distinct components of
authenticity whereas only one of these components is one of realistic nature of assessment
(Allen et al., 2012, p. 5). These nine points are in turn divided into three categories: “the
context of the assessment”, “the role of the student” and “the scoring” (Allen et al., 2012, p.
5). The realistic activity or context is grouped under the category “the context of the

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assessment” (Allen et al., 2012, p. 5). Under the category “the role of the student” (Allen et
al., 2012, p. 5) the authors have written down that the assessment is formative, showing a
connection between formative assessment and authentic assessment at least as shown in this
journal article. This connection can point to the nature of authentic assessment which, as
formative assessment also does, aims to support the students’ future learning and
development.

2.2 Focus points of authentic assessment

Burley and Price (2003, p. 193) write that the focus points of true authentic assessment are
analysis, integration, creativity and written and oral expressions. As such, if a person was to
put a sign on authentic assessment then the message on it would be “real world” task-
performances, investigations, open-response questions and portfolios (Burley & Price, 2003,
p. 193). The key aspect of authentic assessment is observing students during these activities
formerly mentioned (Burley & Price, 2003, p. 194). During such activities, the students are
required to construct the knowledge for themselves through complex cognitive processes that
combine lower and higher cognitive objectives with attitudes and social skills. For example,
while students simulate activities relevant to the job or community in question for the
assignment, students regularly crisscross content areas. Content areas here being various
areas of knowledge that the student possess, such as knowledge about carpentry, economics,
and gaming. It is through this process which the teachers are able to observe key behaviours
that traditional testing might miss out on (Burley & Price, 2003).

2.3 Distinguishing authentic material

Furthermore, being able to distinguish what is authentic material and what is not is another
conundrum that educators will come upon. Deciding what material is authentic and what is
not is not always straightforward. Using Harmer’s (2015, p. 306) own example: A stage play
is a playwright’s own representation of spontaneous speech, but it is not necessarily the real
thing, as in how people authentically speak, and so the stage play can be considered both
authentic and inauthentic. According to Valencia & Peters (1991, p. 590) using trade books,
textbooks and children’s magazines are not sufficient. The reason being that when the
appropriateness of content is not properly attended to then this can lead to problematic issues.
The students’ comprehension can be impeded if for example the language level of the
material is too high for the students’ current language level. The students will be unable to
use strategies effectively. The students’ learning will become fragmented if for example the

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material is focused on a singular scenario or event without connecting it to a larger
wholeness. Lastly the transference of content knowledge to new learning situations will be
impaired if for example the material does not give opportunities for the students to reflect
using personal ideas. The issue has been of increasing importance for other skill areas and
activities, such as speaking, outside of reading (Valencia & Peters, 1991, p. 590). Since
choosing appropriate content for authentic assessment is vital for the assessment method to
fully work as intended Valencia & Peters (1991, p. 590-591) devised a five-point guideline
for selecting such appropriate authentic content.

1. Material should reflect important themes and ideas.

2. Materials should be consistent with the goals of the subject area curriculum.

3. Material should be rooted in real-world experiences and have application to the

world both inside and outside school.

4. Materials should be sensitive to the developmental progression of students.

5. Materials should allow students to engage in higher order thinking.

(Valencia & Peters, 1991, p. 590-591)

The five-point guideline can be a useful tool for a teacher that would be interested in using
authentic assessment in their teaching. The guideline can be used as a reference when
choosing authentic content and perhaps ease difficulties that could arise in this matter.

2.4 Distinguishing authentic “talk”

Defining authentic “talk” might be complicated considering that most recordings of speech in
some manner, to a lesser or greater extent, are staged performances (Montgomery, 2001). It
reveals itself by the “performers” taking pre-allocated turns speaking, in the reactions to the
studio audience or in a perceived sense of “scriptedness” (as in the speakers following a pre-
composed script). In contrast to this scripted speech there is the personal interactions of the
private sphere which is working itself into the public sphere. The last described phenomena is
what overlaps with what could be considered authentic talk since it originated from the non-
scripted private sphere (Montgomery, 2001).

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2.5 Assessing speaking

In assessing speaking there are two main or rather general elements to take into consideration
and those elements are accuracy and fluency (Brown, 2004). Within these elements there are
sub elements. Accuracy that include vocabulary, grammar, pronunciation, stress, and
intonation. Fluency that include the meaning and the spontaneity use of the language.
Furthermore, accuracy deal with the ability to produce correct sentencing structures such as
using correct grammar and appropriate vocabulary for the context. Fluency deal with the
ability to produce sentences fluently and smoothly.

Hence, the objective of assessing a student’s speaking skills lies in capturing the student’s
ability to communicate intended for both basic and academic purposes. Basic communication
involves informal talk or a conversation that can be done face to face where considerations
are made for such things as facial expression, gesture, and tone. In academic communication,
meanwhile, the student is asked to speak formally and academically using appropriately
chosen content areas (Sahyoni & Zaim, 2017, p. 18). The latter of the two aim in particular
to give students the language tools for further academical studies. Sahyoni & Zaim (2017)
write that speaking is an important skill for which assessment of need be done in a teaching
and learning process.

2.6 Working with authentic assessment

The following models are some examples of how a teacher could possibly work with
authentic assessment in a classroom when assessing students’ speaking skills. The models are
simple and do not need a lot of preparation on the teacher’s part which can be an advantage
for a teacher initially attempting authentic assessment. While these models are not the only
method of working with authentic assessment of speaking skills, they do afford opportunities
for student interaction where the students can demonstrate their speaking skills for the
observing teacher to assess. The models are six in total.

2.6.1 Role play

Role play give the student an opportunity in various different roles and social contexts to
practice their speaking skills. It is a communicative way to develop the student’s fluency and
also a way to promote classroom interaction. The student’s self-confidence is developed in
the interaction with other students when they speak up to each other. It is an active learning

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process that encourage students to act in a real scenario (when appropriate content is chosen)
that students might find interesting and joyful (Sahyoni & Zaim, 2017).

2.6.2 Information gap

Students are given incomplete pictures or part of a picture, photo, diagram, map or other
similar media that combined with a second part makes a whole. Together in pairs the students
communicate with each other to find out what missing pieces the other lack to together build
the whole complete picture. Information gap as a model for authentic assessment promotes
student interaction and is beneficial for assessing speaking since it is easy to prepare and
produce. The fact that it can also be used as a game can further act as encouragement for
some students to take part in the interaction (Sahyoni & Zaim, 2017).

2.6.3 Picture talks

Picture talks while similar to information gap to some extent, (in that it uses pictures as
material), also differ in its method of execution. One student is given a picture (which could
for example be of an object, landscape view or person) and then tasked with describing the
picture to one or more other students so that they can conclude as to what the picture depict.
The purpose of the assessment when using this model is not so much to find out what the
students cannot do and more to find out what the students can do with the language. It allows
the teacher for example to assess a student’s ability to describe people and other objects or
scenery as long as the pictures chosen allow for descriptive language and structure to be used
in the context. Pictures allowing for descriptive language in this example show that
appropriate content is key in authentic assessment. Some advantages worth mentioning here
is that this model is inexpensive to produce, widely available with free to use picture data
banks on the internet, books, newspapers, etc. Pictures help students focus their attention on
the current subject at hand as well as engages them to be more active in the lesson and
interactive with the rest of the class (Sahyoni & Zaim, 2017).

2.6.4 Brief question and answer

The students themselves are tasked with preparing short questions that can be answered with
short replies by another student. The idea is for the students to practice their vocabulary and
how they use the language to express themselves. As such the assessment focus on the
student’s range of vocabulary and ability to express themselves. The model is done in pairs
and the students take turn asking and answering questions. The assessment is communicative

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which in turn emphasise the students to be both active and responsive learners, as well as
increase the student’s self-confidence which should lead to minimised mistakes and anxiety
when speaking in the English language (Sahyoni & Zaim, 2017).

2.6.5 Narrating sequences

The model has its roots in storytelling from which it was developed. Narrating sequences
involve putting events, ideas, and objects in a correct logical order, as such the students are
tasked with telling the event, process, or steps in that proper logical order. The activity
require the students to use their logical thinking as well as language ability to express
themselves. The model itself is relatively simple and can be applied over a range of ages. The
students are encouraged to be communicative learners and students usually become interested
if the medium of the material chosen is that of pictures (Sahyoni & Zaim, 2017).

2.6.6 Pair dialogue

Pair dialogue is a commonly used method in schools today where students for example might
be asked to discuss a topic in pairs. Pair dialogue involve students in pairs trying to memorise
a dialogue or short conversation thereafter practicing it. The students ask and respond to each
other’s questions together reaching new levels of understanding. They inquire and help each
other develop their own thinking process. Its use in relevance to students’ speaking skills is
the dialogue helping students practice their speech, pronunciation, intonation, and stress
(Sahyoni & Zaim, 2017).

2.7 The English subject curriculum

Formative and summative assessment are the predominant assessment methods used in
Swedish schools today and the support for using these methods can be found in assistance
material concerning assessment published by the Swedish National Agency for Education
(Skolverket, 2011, p.17). Whether authentic assessment might also be a valid assessment
method can be considered by reading the English curriculum for upper secondary school,
more specifically the aim of the subject description. Under the aim of the subject it state that
students should be given opportunities to develop:

1. Understanding of spoken and written English, and also the ability to interpret
content.

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 2. The ability to express oneself and communicate in English in speech and writing.

3. The ability to use different language strategies in different contexts.

4. The ability to adapt language to different purposes, recipients and situations.

5. The ability to discuss and reflect on living conditions, social issues and cultural
features in different contexts and parts of the world where English is used.

(Skolverket, 2020, p. 2)

Under the heading “Aim of the subject” there are longer descriptions of the aspects already
specified which are the students should be helped with developing their language knowledge
“so that they have the ability, desire and confidence to use English in different situations and
for different purposes” (Skolverket, 2020, p. 1). It further state that “Students should be given
the opportunity, through the use of language in functional and meaningful contexts, to
develop all-round communicative skills.” (Skolverket, 2020, p.1). Earlier it was described
how a teacher might work with authentic assessment using various models. These models aim
at developing different language skills that correspond to these aims. Being able, for example,
to express oneself freely and fluently with confidence in various scenarios and contexts is at
the core of authentic assessment. Various scenarios and contexts that would also allow the
students opportunities for adapting their language. By using authentic content and material
the students can be exposed to numerous and different cultures along with social issues from
around the English-speaking world.

2.8 Bringing views on authentic assessment together

Authentic assessment focus on assignments and activities that use authentic material which
have a connection to the real-world, the world outside of the school environment. Authentic
assessment can be accomplished in various activities of which many can be described as
being of practical nature, such as discussion activities. One of the building blocks of authentic
assessment is reflection. Authentic assessment allow the students to bring the knowledge of
content areas that they already possess to the present activity or assignment. The student
reflect on the material and the peers’ contribution and through this process gain further
knowledge and understanding about themself and the world around the student. The authentic
assessment method allow for students who find it hard to achieve educational success in the
traditional assessment methods to be able to find that success in the activities using authentic
assessment as basis for assessing language skills. It can be achieved since authentic

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assessment allow for learning strategy diversity through being able to be executed using
different activities designed to bring forth language skills. The students learn to learn and
become aware of their own learning progress and development.

3. Aim
It is the aim of this study to research how authentic assessment could benefit EFL students’
speaking skills in Swedish upper secondary school as well as make this information more
easily available for Swedish upper secondary teachers. Some advantages and disadvantages
when using authentic assessment are also going to be discussed.

3.1 Research questions

- How could authentic assessment benefit EFL students’ speaking skills in Swedish
upper secondary school?
- What are some advantages and disadvantages to using authentic assessment when
assessing EFL students’ speaking skills in Swedish upper secondary school?

4. Method
In the following sections a description will be given of the gathering of the material used in
the study, from where it was gathered to what selection criteria was used in doing so. An
explanation of how the material was analysed to arrive at the results will be presented. A
complete list of references can be found at the end of the study. The intention is to bring
focus to the main point of the study through comparison of the findings of the sources. The
main point being to answer the research questions in the aim description of the study.

4.1 Gathering the material

When gathering the material for the study there have been a reliance mostly on using data
banks relevant to the chosen area. Use have been made of databanks such as JSTOR,
ResearchGate and ERIC to gather primarily external secondary sources. Select primary
sources have been used and gathered using JSTOR and ResearchGate. The secondary sources
have consisted mainly of scholarly articles. Secondary sources have been selected with the
criteria of mainly dealing with authentic assessment in defining it. How authentic assessment
can be used with focus on EFL students’ speaking skills in adherence to the main research
question, and some possible advantages and disadvantages of using authentic assessment
when assessing the speaking skills of EFL students. Search words used were “authentic
assessment”, “authentic assessment definition”, “EFL” and “speaking skills”. Using the
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gathered material, a compilation of the relevant information was made that would enable the
handling, comparing, analysing, and replying of the research questions.

4.2 Sorting the material

For the source to be useful to the study, it had to have information regarding the definition of
authentic assessment itself, defining the term authenticity and defining what make materials
authentic. Additionally information was wanted regarding how authentic assessment could be
used, the benefits of using authentic assessment in relation to the research questions and what
aspects could possibly be identified as advantages versus disadvantages. The sources were
then sorted into categories of “definitions”, “benefits” and “advantages/disadvantages”. A
separate document was kept where the complete references were put along with comments or
quotations with page references for later perusal when needed of important or relevant parts
to the study.

4.3 Analysis and interpretation of the material

The study has predominantly made use of secondary evidence, meaning information that has
been drawn from other sources, such as articles, magazines, or books. These sources in turn
have made their interpretation of the primary sources that they used (Graham, 2012, p. 11).
As such when analysing and interpreting these secondary sources, a couple of things were
looked upon which were: the content of the article, sources used in the article and the main
point or thesis in the article (Graham, 2012, p. 2-4). All of these points, some less
consistently than others, have been taken into consideration when analysing and interpreting
the material to be able to answer the study’s research questions.

4.3.1 Source and main point of the article

The following subsection explain the selection process of the sources that took place before
the analysis of said sources could be done.

A look at the list of sources used in the article, knowing where the author had gotten their
information from, can tell whether the author has been looking at something new, taken a
new look on something old or combining old and new to add to an already existing discussion
on the subject (Graham, 2012, p. 4). The point of view of the article can be shown by
appraising the list of references. The main point of the article can be stated in clarity in the
beginning of the article text by the author themself. Other times the main point can be stated

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in vague terms that demand a closer inspection of the article text to distinguish it (Graham,
2012, p. 5).

4.3.2 Interpreting the material

In the interpretation of the material a meaning was sought in the articles and texts that would
help and allow the research questions to be responded. For example, an article spoke of the
high costs related to possibly using authentic assessment in nationwide tests in America
(Popham, 1993, p. 472-473). Another article spoke of how in-expensive different models of
assessments could be (Sahyoni & Zaim, 2017, p. 20-24). The difference in the economic
views of authentic assessment between the two articles had to be clarified and explained. A
matter of perspective and scale were the cause for the difference between the two authors. In
Popham’s article the high cost was in reference to the salary that would have to be distributed
to the experts trained in using authentic assessment when assessing a nationwide worth of
student tests (1993, p. 472-473). Meanwhile Sahyoni and Zaim talk about models of authentic
assessment that can be done and executed in the classroom with no other material or
personnel cost (2017, p. 20-24). The interpretation that was made here was that authentic
assessment is an inexpensive model of assessment for the general teacher and school on a
local level. In regard to relevance the latter interpretation was of more value and significance
to the study considering the research questions.

5. Results
The results section will address the research questions of the study. It will be done in the
order of which they were presented under the aim description and given separate subsections.
The first research question will be presented in several subsections. The second research
question will be given two sub sections: one each for presenting the advantages and
disadvantages respectively of using authentic assessment when assessing EFL students’
speaking skills in Swedish upper secondary school. For ease and overview, a brief summary
of the research questions will be given. The focus will be on how authentic assessment could
benefit the speaking skills of Swedish upper secondary EFL students, and on potential
advantages and disadvantages with using authentic assessment when assessing upper
secondary EFL students. Lastly, a practical example of an assignment using authentic
assessment is given and analysed.

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5.1 Benefits of authentic assessment

The subsections will be presenting a couple of benefits of using authentic assessment when
assessing EFL students’ speaking skills. They deal with speaking skills on a technical level,
learning style level, interactional level, and grammar level respectively.

5.1.1 Accuracy and fluency

Authentic assessment could benefit EFL students’ speaking skills in accuracy and fluency
(Sahyoni & Zaim, 2017). As previously mentioned, accuracy deals with vocabulary,
grammar, pronunciation, stress and intonation and the ability to produce correct sentence
structures while fluency deals with the meaning and spontaneity use of the language and the
ability to produce sentences fluently and smoothly.

5.1.2 Learning style diversity

Authentic assessment accommodate for learning style diversity (Wiggins, 1989, p. 712).
Traditional testing assess the student’s assignments and tests using the same tool, for example
summative assessment. Authentic assessment can potentially engage all students and produce
a variety of projects (depending on the type of model of authentic assessment used) and
results which enable the students to use a higher order of thinking skills. A student’s strength
is shown in their learning style. By allowing students to use different learning styles they
become aware of their own strengths and how they can use them to their own learning
experience benefit (DeCastro-Ambrosetti, & Cho, 2005, p. 59). The benefit of allowing for
learning style diversity is also mentioned by Collins: “Assignments that have multiple ways
of meeting the requirements so all students can display their talents and students with
different learning styles can experience success” (1994, p. 111)

5.1.3 Conversational skills

Hood Frazier with a group of colleagues devised an oral group discussion activity and scoring
rubric that uses authentic assessment as an instrument. The purpose of the activity was to use
content specific discussions to “develop cooperative conversational skills which could then
be utilized in a variety of different contexts” (Hood Frazier, 1997, p. 38). Some of the
cooperative conversational skills that the students were assessed on were making conclusions,
analogies, involving others in the discussion, affirming other students’ viewpoints, and

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making articulate deliveries. An oral activity like this one can provide benefits to EFL
students’ speaking skills in their cooperative conversational skills.

5.1.4 Grammar use for communicative competency

A difficulty that EFL students encounter is that they can often talk about grammar rules, yet
they cannot make use of that knowledge when trying to communicate “for real
communicative purposes” (Herrington et al., 2017, p. 261). Herrington et al. (2017) write
about the difference in form-focused methods: acquiring knowledge about the language itself
in what it is: know what (Brown et al., 1989) and meaning-focused methods: being able to use
the knowledge gained about the language: know how (Bowles, 2011). Harmer (2007) mean
that form-focused methods “stops students from getting the kind of natural input that will
help them acquire language because it fails to give them opportunities to activate their
language knowledge”. Authentic assessment by design with its form and method, that it be
placed in real-life events and use authentic materials, can enable EFL students to use their
knowledge of the language in the know how manner and develop their grammar speaking
skill.

5.2 Advantages and disadvantages of authentic assessment

Some advantages of authentic assessment have been fleetingly mentioned in the previous
sections where the benefits of different models of authentic assessment were shown. Before
progressing any further, it is important to point out that there will be references made to two
types of advantages and disadvantages: skill (dis)advantage and materialistic (dis)advantage.
Both matter in the teaching profession where the skill (dis)advantage is relevant to the
curriculum and the speaking skills students are expected to develop and the materialistic
(dis)advantage is related to mainly the teacher’s preparation time and the material economy
state of a school in general. One might argue that the first, skill (dis)advantage, is of singular
importance. Nevertheless, the second, materialistic (dis)advantage, has importance in that it
can aid or prevent the authentic assessment from being executed in a successful manner. In
what manner will be explained in the following sections.

5.2.1 Advantages of authentic assessment

The advantages of authentic assessment can be found in both speaking skill development and
materialistic possibilities. As for speaking skills, for the students the advantages can be found
in the development of various skills that can mainly be summarised into the two categories

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accuracy and fluency. As previously mentioned, these include the speaking skills for:
vocabulary, grammar, pronunciation, stress and intonation with the ability to produce correct
sentence structures as well as the meaning and spontaneity use of the language and the ability
to produce sentences fluently and smoothly (Sahyoni & Zaim, 2017).

Authentic assessment is an assessment that is based on active learning, it helps the students
develop essential skills such as critical thinking (Malmir & Shoorchech, 2012), thinking
process, logical thinking, and communication and interaction being at the core of it (Sahyoni
& Zaim, 2017). It also combine cognitive objectives with attitudes and social skills (Burley &
Price, 2003). Authentic materials written for real-world use “are claimed to give students
opportunities to develop strategies for understanding language as it is actually used” (Malmir
& Shoorchech, 2012, p. 608). The process of learning speaking involve learning and
developing subtle and detailed knowledge about when to communicate (why, how and when)
along with complex skills for interaction production and management (which include asking
a question or how to obtain a turn in a conversation) (Malmir & Shoorchech, 2012).
Authentic assessment activities also boost EFL students’ self-confidence in speaking the
language (Sahyoni & Zaim, 2017).

Some skill advantages of authentic assessment are that it creates a connection between the
school environment and community outside of that school environment, and in the process
advancing the teaching quality, (Tanner, 2001) through the models, methods and material
used. Materialistic advantages are, for example, that materials used for authentic assessment
are often inexpensive and easy to access (Sahyoni & Zaim, 2017) making it possible to use
authentic assessment without relying on a school being able to afford the materials needed to
perform the authentic assessment. Some models are also time-efficient and do not require a
lot of time to prepare which save time overall and allow more time for the teacher to prepare
a rubric for the authentic assessment activity.

5.2.2 Disadvantages of authentic assessment

Disadvantages related to materials are that it can be time-consuming to find authentic

material. Factors would be that it requires the teacher to have knowledge of what makes
material authentic (Valencia & Peters, 1991). This knowledge requirement become a skill
disadvantage. The knowledge requirement come into play when it comes to planning the
activity/task/assignment. Another skill disadvantage is knowing what factors to assess the

14
students on, and hence which components should be assigned on the scoring rubric (Sahyoni
& Zaim, 2017).

5.3 Example of authentic assessment in practice

In a Florida State University course for prospective science teachers the students were asked
to do an activity (Collins, 1994, p. 111). The activity consisted of reading and sharing
something that they learned from either a book on science or scholarly journal on teaching.
There were two requirements as a whole given to the students which were that they were not
allowed to write a paper and that the presentation could not take longer than five minutes
(Collins, 1994, p. 111). Students were uncomfortable and unsure on how to proceed at first.
Traditional schooling had not presented a similar activity or assignment previously and the
students were accustomed to being told exactly what they needed to do and what was
required of them. The results were students giving presentations in various forms and shapes.
A few examples were students who sang self-composed songs while playing the guitar,
presented dioramas they had constructed and a role-play between a fictional teacher and
student. The minimal instructions and requirements meant that students were at liberty to do
whichever they desired as long as it was within the boundaries of those two requirements.
The liberating (although intimidating for a few students) nature of the activity meant that the
students could make use of their own strengths, talents, and knowledge. The activity design
nurtured a diversity in learning styles.

6. Discussion
The following sections will be a discussion of the results as a whole. The study has attempted
to define the term authentic assessment, define what makes material and talk authentic, and
given examples of models for authentic assessment as well as a first-hand practical example
of authentic assessment. The aim of the study is to answer whether how authentic assessment
could benefit Swedish upper secondary EFL students’ speaking skills and what some
advantages and disadvantages of doing so is.

6.1 Authentic assessment and EFL students

Some benefits of authentic assessment have been looked at in this study. Using authentic
assessment when assessing Swedish upper secondary EFL students’ speaking skills could
bring benefits to: the students’ speech accuracy and fluency (Sahyoni & Zaim, 2017),
students’ grammar use for communicative competency (Herrington et al., 2017, p. 261) and

15
students’ cooperative conversational skill (Hood Frazier, 1997, p. 38). All these benefits have
a direct impact on students’ speaking skills in a positive manner allowing for the students’ to
further develop their speaking skills.

Beside these benefits that might have a high or less direct impact on the students’ speaking
skills we also have the benefit of where authentic assessment allow for students’ diversity in
learning styles (Wiggins, 1989, p. 712). By allowing the students to use their different
learning styles they also become aware of their own strengths in their speaking skills
(DeCastro-Ambrosetti & Cho, 2005, p. 59).

All of these benefits are based on the presumption that all authentic assessments is a success
for every student. If such were the case, then this discussion would not exist. However, every
activity or test does not always go as the teacher planned. Various variables can affect the
outcome of an authentic assessment, such as knowledge (lack thereof), materialistic
conditions (the state of a classroom, for example) but also other variables not strictly teaching
or school related such as a student’s mental health and possibly a traumatic background. The
latter two are subjective to each individual student and it is impossible to account for every
possible variable that might appear during an authentic assessment activity. A teacher
perhaps should instead strive for a mindset, in cohesion with the nature of authentic
assessment, where the teacher is open and available for individualities of their students.

6.2 Some advantages of using authentic assessment

There are some advantages of using authentic assessment when assessing EFL students’
speaking skills. These advantages can be divided into skill and materialistic advantages,
respectively. Authentic assessment is based on active learning and helps students develop
essential skills such as critical thinking (Malmir & Shoorchech, 2012), logical thinking,
communication, and interaction (Sahyoni & Zaim, 2017). Authentic assessment combine
cognitive objectives with attitudes and social skills (Burley & Price, 2003). Authentic
assessment help students understand how language is actually used through authentic
materials and interactional speaking skills (Malmir & Shoorchech, 2012).

Authentic assessment is an inexpensive method when used on a local school level and
authentic materials can be conveniently found on platforms such as the internet. Depending
on the model of authentic assessment used it can also be time efficient.

16
Reviewing the advantages of authentic assessment indicate that the advantages of using
authentic assessment when assessing Swedish EFL students’ speaking skills are a few of
valuable note. These benefits also correspond to the goals stated under the aim description of
the English language teaching curricula (further on this matter in 6.4).

6.3 Some disadvantages of using authentic assessment

There were no direct skill disadvantages found in the gathered material of using authentic
assessment when assessing EFL student’s speaking skills. However, one skill disadvantage
could possibly have a disadvantageous effect on the outcome of using authentic assessment
when assessing Swedish EFL students’ speaking skills.

The notable skill disadvantage had to do with teacher competency and knowledge in
performing an authentic assessment. It showed that without a proper knowledge background
it could possibly prove hard for a teacher to find authentic material, plan the assignment and
know what parameters to assess the students’ speaking skills on. Hence it would seem that to
be able to properly and successfully use authentic assessment when assessing EFL students’
speaking skills that the teachers would need basic training in aforementioned areas in using
authentic assessment. As such, that would mean knowledge in what authentic assessment is,
what makes material authentic (Valencia and Peters, 1991) and selecting authentic material
appropriate for the teacher’s group of students (Harmer, 2015) as well as different authentic
assessment models (Sahyoni and Zaim, 2017) that could be used for assessing specific
speaking skills. Not to mention how to construct a suitable rubric for each teaching occasion
(Brown, 2004). A lack in knowledge in these areas could act as a deterrent for a teacher
attempting authentic assessment. Naturally, a teacher will feel safer using a method that they
are knowledgeable about and comfortable with using. The goal here then would be to arm the
teacher with the required knowledge to feel more comfortable in attempting and using
authentic assessment.

Materialistic disadvantages of authentic assessment is that finding authentic material can be

time-consuming. It can also be difficult in that material can be of lesser or greater degree
authentic. Most readily available material are planned or scripted in some manner, very much
so when it comes to recorded speech of native English speakers (Montgomery, 2001). Rather
than finding complete authentic material, it would seem that the goal is to find material that is
as authentic as it can possibly be. A dilemma that would surely pose as an issue for Swedish

17
teachers in a country where most recorded English is from mediums such as movies, TV and
perhaps podcasts, all mostly scripted.

6.4 Revisiting the English subject curriculum

Looking at the aim descriptions of the English subject (given in 2.7) could authentic
assessment be a viable option when assessing EFL students’ speaking skills in Swedish upper
secondary school? In section 2.2 the focus points of authentic assessment are analysis,
integration, creativity and written and oral expression (Burley and Price, 2003). Authentic
assessment can offer assessment methods that can give the Swedish students meaningful
context-based discussions based in subjects taken from real-life which would cover the
curriculum aim of using “English in different situations and for different purposes”. The use
of authentic material from different contexts can respond to the third point as well as the fifth
one: “The ability to use different language strategies in different contexts” and “the ability to
discuss and reflect on living conditions, social issues and cultural features in different
contexts and parts of the world where English is used” respectively (Skolverket, 2020, p. 2).
The authentic assessment model role play could allow the Swedish students opportunities to
adapt their language to the purpose, recipient and situation presented to them. In some
manner or length, depending on the planning of and model used, authentic assessment can
respond to the English curricula subject aims in the way that authentic assessment can be
done in a manner of ways (2.6) using authentic material. In fact, the five-step guideline of
choosing appropriate authentic material (Valencia & Peters, 1991) can correspond to the
English subject curricula aim goals (see appendix 1).

6.5 Advocates of authentic assessment

One of the common arguments for advocates of authentic assessment is that more common
and conventional measurement practices, such as standardized testing, places too much
emphasis on “passing a test rather than learning what one must know in order to adjust to the
community beyond the school” (Tanner, 2001, p.25). Rather than preferring one method over
the other, it should perhaps be a matter of using different methods in a way so that they
complete each other in a sense. Different occasions calls for different types of assessment.
Authentic assessment has its’ advantages and disadvantages with many other forms of
assessment. Formative assessment for example works really well when the teacher and
student are communicating well with each other and it helps the student’s learning process
(Harmer, 2015). Formative assessment can also be time-consuming. It requires more time and

18
effort from a teacher to write formative assessments to a whole class than just writing down a
simple grade in the top corner. Summative assessment in that regard can be considered to be
less time-consuming. Standardized testing for example is a form of summative assessment
that can also be a more in-expensive option of assessment testing (Popham, 1993, p. 472-
473). Tanner writes that:

The traditional assessment format of employing selected response items makes it

possible to evaluate student’s grasp of a great deal of material. It allows one to “skim” a
content area and although critics malign such assessment, its value is directly proportionate to
the breadth of the content area one must examine (2001, p. 29). Although when the occasion
demands a more in-depth “probe”, authentic assessment is a method that fits this purpose
very well, and “importantly, it offers it in a context that has value beyond the classroom”
(Tanner, 2001, p. 29).

All types of assessment have their value in the right context. Which assessment to use should
perhaps be based on the subject area, which speaking skill is to be evaluated and the
context/situation itself. Which in the end puts the major responsibility on the teacher to be
able to make these judgements and be knowledgeable of these methods of assessment.

6.6 Practical authentic assessment using the English curriculum

Collin’s (1994) example of the prospective science teachers shows benefits of using authentic
assessment. An activity/assignment, despite having few requirements, can fulfil the aim goals
in the English subject curriculum. If one were to consider all of the students’ presentations,
then they were able to fulfil all of the goals of the aim in some manner or degree. They were
able to understand spoken and written English and interpret the content (reading and
interpreting the science book and scholarly journal). They were able to express themselves
(playing the guitar while playing a self-composed song) and communicate in English in
speech (roleplaying) and writing (the composed song). They were able to use different
language strategies in different contexts (showing their thought process by presenting a
diorama). They were able to adapt their language to different purposes (composing a song,
writing a roleplay), recipients (other students/peers and teachers) and situations (students’
presenting their thoughts in their preferred way). They were able to discuss and reflect on
living conditions, social issues and cultural features in different contexts and parts of the
world where English is used (a group wide discussion after the presentations on whether how
to decide who passed the assignment).

19
Could something similar be performed in a Swedish upper secondary classroom? The
possibilities are there however there are a few aspects to consider. The assignment can fulfil
the aim goals in the English subject curriculum, however not all the students' presentations
fulfilled the same goals. Since every presentation was different from the other and exhibited
different aspects of speaking skills there was a lack of cohesion. Organising which speaking
skill a student has been assessed on and which speaking skill another student has yet to
demonstrate would not be practical for a teacher. Hence, for every assignment there needs to
be specific speaking skills that the assignment is meant to assess, a rubric (Brown, 2004).

6.7 Analysis of method

In the study secondary evidence was predominantly used. Secondary sources give the
opportunity to use a lot of information and data that has already been gathered by other
researchers. It is quick and easy in that aspect. However, the difficulty lies in that the
information does not always fully suit the purpose of the study. It can be tiresome and time-
demanding work to assemble all the relevant information. In primary research, for example
an interview, questions can be asked, and further directions given to steer the respondents
into specific areas of knowledge. Conducting primary research however demands time for
preparatory work, performing interviews or surveys and later transcribing and compiling the
data.

Another aspect of using secondary sources meant that the information found could not be
taken at face value, it needed to be analysed and evaluated (Graham, 2012). This demanded a
critical viewpoint of the information given in the texts and deducing the intent and purpose of
the text.

Whether using secondary sources was the best method for this study can be discussed.
However, considering the wide spectrum of information needed in explaining the specifics,
such as definitions, practicalities, benefits and (dis)advantages of authentic assessment meant
that primary research would not be a sufficient or practical method in achieving the aim of
the study. Secondary sources meant that a wider and deeper range of information could be
accessed from the comfort of your own home. This decision was further strengthened by the
current situation in the world following the outbreak of the Covid-19 virus where Swedish
universities were ordered by the government to practice distance learning.

20
It was not anticipated having to distinguish between possible advantages and disadvantages
into what later came to be called skill and materialistic (dis)advantages. However, there
seemed to be a need for this since authors that talked about these issues either tended to write
mostly about the skill-based speaking skills or the practical and materialistic side of the
matter. Considerations were made in respect of possibly disregarding the materialistic
(dis)advantages but then deemed the fact that those issues raised are issues that teachers
experience on a daily basis and that, yes, these things could affect a teacher in the decisions
they make.

6.8 Future research

In the future it could be of interest to conduct primary research of the use of authentic
assessment and models in Swedish upper secondary school. Such a project, depending on
degree of scale and group number of students/teachers could be interesting. However, a
research project such as that would demand a lot of time for both planning, implementation,
analysis, and evaluation. Furthermore, to be able to do this in a Swedish upper secondary
school one would need to educate the participating teachers on what authentic assessment
entails, on what appropriate authentic material is and on how you can successfully use it to
reach a desired outcome. In this case, a desired scenario outcome would be to give the
students opportunities to exercise and display their speaking skills.

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7. List of references:

Allen, J. P., Frey, B. B., & Schmitt, V. L. (2012). Defining Authentic Classroom Assessment.
Practical Assessment, research & Evaluation, 17(2), 18.
https://pareonline.net/pdf/v17n2.pdf

Archibald, D. & Newmann, F. (1988). Beyond standardized testing: Assessing authentic

academic achievement in the secondary school. Washington, DC: Office of
Educational Research and Improvement.
https://files.eric.ed.gov/fulltext/ED301587.pdf

Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge. Studies in

Second Language Acquisition, 33(2), 247-271. https://www.jstor.org/stable/44486003

Brown, D. (2004). Language assessment principles and classroom practices (second edition).
New York: Pearson Education, Inc.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32-42. https://www.jstor.org/stable/1176008

Burley, H., & Price, M. (2003). What Works with Authentic Assessment. Educational
Horizons, 81(4), 193-196. https://www.jstor.org/stable/42925464

Collins, A. (1994). An Experience in Authentic Assessment. Journal of Science Teacher

Education, 5(4), 111-112. www.jstor.org/stable/43156005

DeCastro-Ambrosetti, D., & Cho, G. (2005). Synergism in Learning: A Critical Reflection of

Authentic Assessment. The High School Journal, 89(1), 57-62.
www.jstor.org/stable/40364246

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Graham, A. (2012). A Guide to Reading and Analyzing Academic Articles. N.p, 1-11.
https://liubovborisova.com/images/UUacadenWriting/ArticleAnalysisReadingGuide.p
df

Harmer, J. (2007). How to teach English. Selangor, Malaysia: Pearson Education Limited.

Harmer, J. (2015). The practice of English Language teaching. Harlow: Pearson Education
Limited.

Herrington, J., Osam, U. V. & Ozverir, I. (2017). Investigating the Effects of Authentic
Activities on Foreign Language Learning: A Design-based Research Approach.
Journal of Educational Technology & Society, 20(4), 261-274.
https://www.jstor.org/stable/26229222

Hood Frazier, C. (1997). The Development of an Authentic Assessment Instrument: The

Scored Discussion. The English Journal, 86(1), 37-40.
https://www.jstor.org/stable/820778

Lundahl, B. (2009). Engelsk språkdidaktik – Texter, kommunikation, språkutveckling. Lund:

Studentlitteratur.

Långström, S. & Viklund, U. (2010). Metoder – undervisning och framträdande. Lund:

Studentlitteratur.

Malmir, A., & Shoorcheh, S. (2012). An Investigation of the Impact of Teaching Critical
Thinking on the Iranian EFL Learners’ Speaking Skill. Journal of Language and
Research, 3(4), 608-617.
http://www.academypublication.com/issues/past/jltr/vol03/04/jltr0304.pdf#page=18

Montgomery, M. (2001). Defining 'authentic talk'. Discourse Studies, 3(4), 397-405.

https://www.jstor.org/stable/24047524

Popham, W. (1993). Circumventing the High Costs of Authentic Assessment. The Phi Delta
Kappan, 74(6), 470-473. www.jstor.org/stable/20404911
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Sahyoni, S. & Zaim, M. (2017). Authentic Assessment of Speaking skill for Grade I Junior
High School. Komposisi,18(1), 15-26).
http://ejournal.unp.ac.id/index.php/komposisi/article/view/6509

Skolverket. (2011). Kunskapsbedömning i skolan – praxis, begrepp, problem och

möjligheter. Elanders Sverige AB https://www.skolverket.se/getFile?file=2660

Skolverket. (2020). English for Upper Secondary School.

https://www.skolverket.se/download/18.4fc05a3f164131a74181056/1535372297288/
English-swedish-school.pdf

Tanner, D. (2001). Authentic Assessment: A Solution, or Part of the Problem? The High
School Journal, 85(1), 24-29. https://www.jstor.org/stable/40364377

Valencia, S., & Peters, C. (1991). Assessment: You Can't Have Authentic Assessment
without Authentic Content. The Reading Teacher, 44(8), 590-591.
www.jstor.org/stable/20200740

Wiggins, G. (1989). A True Test: Toward More Authentic and Equitable Assessment. The
Phi Delta Kappan, 70(9), 703-713. https://www.jstor.org/stable/20404004

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8. Appendix 1
Five-step guideline to choosing appropriate authentic material
(Corresponding curriculum goals from English in Swedish upper secondary school are
stated under each step except for step two that specifically states that the materials should
be consistent with the subject area curriculum)

(Valencia & Peters, 1991, p. 590-591) (Skolverket, 2020)

1. Material should reflect important themes and ideas.

- Ability to use different language strategies in different contexts. (3)

- Ability to discuss and reflect of living conditions, social issues and cultural features in
different contexts and parts of the world where English is used. (5)

2. Materials should be consistent with the goals of the subject area

curriculum.

3. Material should be rooted in real-world experiences and have

application to the world both inside and outside school.

- Understanding of spoken and written English, and also the ability to interpret content. (1)

- Ability to use different language strategies in different contexts. (3)

- The ability to adapt language to different purposes, recipients and situations. (4)

- Ability to discuss and reflect of living conditions, social issues and cultural features in
different contexts and parts of the world where English is used. (5)

25
4. Materials should be sensitive to the developmental progression of
students.

- Understanding of spoken and written English, and also the ability to interpret content. (1)

- Ability to express oneself and communicate in English in speech and writing. (2)

- The ability to adapt language to different purposes, recipients and situations. (4)

5. Materials should allow students to engage in higher order thinking.

- Ability to express oneself and communicate in English in speech and writing. (2)

- The ability to adapt language to different purposes, recipients and situations. (4)

- Ability to discuss and reflect of living conditions, social issues and cultural features in
different contexts and parts of the world where English is used. (5)

26