AUTHENTIC ASSESSMENT

ENGLISH ASSESSMENT:
BASED ON THE 2013 CURRICULUM

BY
RINI FATMAWATI
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
  TYPES OF AUTHENTIC ASSESSMENT
1. WORK ASSESSMENT

2. PROJECT ASSESSMENT

3. PORTFOLIO ASSESSMENT

4. WRITTEN ASSESSMENT

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 1. WORK ASSESSMENT
• If possible, students are involved in determining
the aspects the teacher will assess.

•The ways of giving the work

assessment:
1.Check list
2.anecdotal/narrative records
3.rating scale
4.memory approach
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 2. PROJECT ASSESSMENT
• Project
assessment: The assessment of the task the students have to
accomplish in a certain period

• The form of the task is an investigation, covering:

1. Planning
2. Collecting the data
3. Organizing
4. Computing or Analog
5. Analyzing
6. Displaying the data

• Three aspects the teacher needs to pay attention to in the project assessment:
1.Students’ skill in selecting the topic, seeking and collecting the data, computing
or analog and analyzing, giving the meaning of the information they obtain, and
writing the report.
2. The relevance of the learning material and the development of the attitude,
skill, and knowledge that they need
3. The genuine of the learning project they have accomplished
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 3. Portfolio
Portfolio assessment is an assessment of a
collection of student’s work showing the progress
and as a result of the work of the real world.

Portfolio assessment
1.can come from the result of the student’s
individual or group work
2.needs his reflection
3.is evaluated based on some dimensions.
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Portfolio assessment is accomplished
using the following steps:
1.Teacher gives a brief explanation of the essential of portfolio
assessment.
2.Teacher or teacher and students determine the type of
portfolio they will make.
3.Students, either individual or group work, independent or
teacher-guided work make a portfolio of learning.
4.Teacher collects and keeps the students’ portfolios,
accompanied by the notes of the collection date.
5.Teacher assesses students’ portfolios using a certain criterion.
6.If possible, teacher and students make a discussion about
portfolio document together.
7.Teacher gives students some feedback of the result of the
portfolio assessment.
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 4. Written Assessment
• Written test of essay enables the
students to remember, understand,
organize, apply, analyze, synthesize,
evaluate, etc. the material they have
learned.
• As far as possible, the written test of
essay is comprehensive, so that it is
able to reflect the students’ domains of
affective, cognitive, and psychomotor.
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WHAT ARE ENGLISH ASSESSMENT
USED FOR?

FOR ASSESSING WHETHER OR NOT

CONTENT COMPETENCY (KI)

HAS BEEN ACHIEVED

 SYLLABUS

INDICATOR 1 OBJECTIVE 1
1. Item 1
KD INDICATOR 2 OBJECTIVE 2
Etc. Etc.
2. Item 2

3. Item 3
LESSON PLAN
4. Item 4
KI (RPP)
5. Item 5
6. Item 6
7. Item 7
8. Item 8
9. Item 9
10. Item 10
• Content Competency (KI) contains the goal of teaching all
items in a syllabus.
• Basic Competency (KD) and Indicator contain the
objective of teaching each item in a syllabus.
• Objective is also the one of teaching each item in a
syllabus.
• Basic Competency (KD) is wider than Indicator and
Objective.
• Based on one KD, there can be more than one Indicator,
and based one Indicator, there is one Objective.
• KD uses the verbs showing the unobservable human
behavior, whereas Indicator and objective use the verbs
showing the observable human behavior.
• Indicator contains the elements of Behavior, whereas
Objective contains the elements of Audience, Behavior,
Condition, and Degree.
• Content Competency (KI) cannot be
measured, but is assessed through the
achievement of the Basic Competency (KD).
• Basic Competency (KD) cannot be
measured, but is assessed through the
achievement of the Indicator.
• Indicator cannot be measured, but assessed
through the achievement of the Objective.
• Objective can be assessed and measured
using a measurement instrument, viz. test
item or non-test item.
 CONSEQUENTLY,

ASSESSMENT INSTRUMENTS

MUST CORRESPOND TO

THE OBJECTIVES CONTAINED IN THE LESSON

PLAN (RPP)
 WHAT IS ASSESSED MUST
INCLUDE:

1. Cognitive domain (using test)

2. Affective domain (using non-test)

3. Psychomotor domain (using test)

• Affective domain can be the
assessment of the process and
result of teaching and learning
English.

• Cognitive and Psychomotor

domains are the assessments of the
result of teaching and learning
English.
THE TEST OF ENGLISH FOR JUNIOR AND
SENIOR HIGH SCHOOL STUDENTS
COVERS
MACRO SKILLS
1. LISTENING TEST (assessing cognitive domain)
2. SPEAKING TEST (assessing psychomotor domain)
3. READING TEST (assessing cognitive domain)
4. WRITING TEST (assessing cognitive domain)
MICRO SKILLS SUPPORTING MACRO SKILLS
1. VOCABULARY TEST (assessing cognitive domain)
2. GRAMMAR TEST (assessing cognitive domain)
 THE NON-TEST OF ENGLISH FOR JUNIOR HIGH
SCHOOL STUDENTS, assessing affective domain,
COVERS

• OBSERVATION (observing the students everyday in a

variety of settings under all types of conditions)
• UNOBTRUSIVE TECHNIQUE (a related observational
technique and not requiring the cooperation of the
student in responding)
• INTERVIEW (involving a face-to-face encounter in
which the interviewer asks carefully developed
questions of the student)
• OPEN-ENDED QUESTIONNAIRE (calling for a written
statement which may vary in length)
• CLOSED-ITEM QUESTIONNAIRE (The questionnaire
with fixed alternatives)
• LISTENING AND READING TEST CAN BE GIVEN
ORALLY OR IN A WRITTEN FORM.

• SPEAKING TEST MUST BE GIVEN ORALLY.

• WRITING TEST MUST BE GIVEN IN A WRITTEN

FORM.

• VOCABULARY TEST CAN BE GIVEN ORALLY OR IN

A WRITTEN FORM.

• GRAMMAR TEST CAN BE GIVEN ORALLY OR IN A

WRITTEN FORM.
INSTRUCTION IS THE FIRST PART OF THE TEST.

Four essential components of the test instructions:

1.Statement of the purpose for which the test is

intended
2. Specification of the language abilities that the test
is intended to measure
3. Specification of the procedures and tasks
4. Specification of the scoring method, including
criteria of correctness
 In order that the instructions are
understandable, many considerations need
to be taken.

1. The language

2. The channel through which the instructions are

presented

3. the need for providing examples

4. The need to pre-test the instructions with test

takers
• USING A TEST, THE ENGLISH ASSESSMENT INSTRUMENTS ARE
TEST ITEMS OF LISTENING, SPEAKING, READING, WRITING,
VOCABULARY, AND GRAMMAR.

• USING A NON-TEST, THE ENGLISH ASSESSMENT

INSTRUMENTS CAN BE:
1. Observation seed containing the observed aspects
2. Partial checklist containing the desired behavior
3. Oral questions which can be followed by alternatives
4. Incomplete written statements which may vary in
length
5. Written statements with forced choice
6. Many written questions in which some of them are
selected and ranked in the order of importance
7. Written statements followed by points on a scale
(two-point or five-point scale)
 TEST ITEM IS THE MAIN PART OF THE
TEST.
1. THE TEST ITEM OF LISTENING can be:
a. Phoneme Discrimination
b. Stress and Intonation
c. Comprehension through Visual Materials
d. Test Item based on Statements and
Dialogues
e. Test Item of Understanding Talks and
Lectures
f. Etc.
2. THE TEST ITEM OF SPEAKING can be:
a. Reading Aloud
b. Repeating Words, Phrases, and Sentences
c. Transforming Sentences
d. Adding Many Words in the Sentences
e. Combining Two Sentences To Be One Sentence
f. Substituting a certain word in a sentence
g. Responding to Questions or Statements
h. Constructing Sentences on the Lines of a Certain Pattern
i. Responding to the tester by using a clue provided in the
picture or to initiate the conversational exchange serving as
a stimulus provided in the picture
j. Describing the picture in a given time after studying it for a
few minutes
k. Continuing to tell the picture that depicts a story or sequence of
events after being given one or two sentences as a starter
l. Discussing the picture with the tester, to answer many questions on a
certain topic
m. Etc.
3. THE TEST ITEM OF READING can be:

a. Matching test items

b. Multiple-choice test items
c. Completion test items
d. Cloze procedure test items
e. Cursory reading test items (reading speed,
skimming, and scanning)
f. Etc.
4. THE TEST ITEM OF WRITING can be:

a. Composition writing test item

b. Situational composition test item
c. Completing the sentence by writing one word or more
d. Writing out the passage and to put in all the punctuation
and
capital letters
e. Writing the words dictated by the tester
f. Reassembling the scrambled sentences in order to produce a
coherent paragraph
g. Controlled writing test item
h. Practicing subordination
i. Completing the composition by writing several
sentences of their own after being provided sentences and
clauses to help them to start writing
j. Etc.
5. a. IN TESTING VOCABULARY VIA SPEAKING, THE TEST ITEMS OF VOCABULARY
can be the ones enabling the students to:
1. Answer the questions which elicit the desired lexical items
2. Give a synonym for the words they listen to
3. Continue the suggested sequence
4. Listen to a definition and to provide the key word
5. Respond to a given word by giving as many related words as possible
within a six-second interval, etc.
b. IN TESTING VOCABULARY VIA READING, THE TEST ITEMS OF VOCABULARY
can be the ones enabling the students to:
1. Select the sentence that best describes the picture (using pictures)
2. Select the appropriate category (vocabulary test out of context)
3. Indicate which of the words has the opposite meaning of the
underlined words in the sentence (vocabulary test in context), etc.
c. IN TESTING VOCABULARY VIE WRITING, THE TEST ITEMS OF VOCABULARY
can be the ones enabling the students to:
1. Look at the picture and write out the names of the parts of it
(using pictures)
2. Write in the words that completes the series
(vocabulary test out of context)
3. construct the sentences using the words given (vocabulary test in context), etc.
6. a. IN TESTING GRAMMAR VIA SPEAKING, THE TEST ITEMS OF GRAMMAR
can be the ones enabling the students to:
1. Describe what the teacher or classmate is doing
(using visual cues)
2. Follow commands given in the cue
(using oral cues in the target language)
3. Give the English language equivalents of the sentences
spoken in the native language (oral cues in the native
language), etc.
b. IN TESTING GRAMMAR VIA READING, THE TEST ITEMS OF GRAMMAR
can be the ones enabling the students to:
1. Indicate the proper articles
2. Complete the sentences
3. Determine whether the underlined verb is the subjunctive or in the
indicative, etc.
c. IN TESTING GRAMMAR VIA WRITING, THE TEST ITEMS OF GRAMMAR
can be the ones enabling the students to:
1. Complete conversation
2. Replace the underlined words with the expression in parenthesis
3. Transform sentences according to a specific pattern, etc.
 ASSESSMENT RUBRIC EXAMPLES
1. Attitude Assessment Rubric
NUM CRITERIA SCORE
BER
1 Never doing the practice to write an instruction text dependently 5
Ever doing the practice to write an instruction text dependently 4
Sometimes doing the practice to write an instruction text dependently 3
Often doing the practice to write an instruction text dependently 2
Very often doing the practice to write an instruction text dependently 1
2 Never doing the practice to write an instruction text with other’s influence 5
Ever doing the practice to write an instruction text with other’s influence 4
Sometimes doing the practice to write an instruction text with other’s influence 3
Often doing the practice to write an instruction text with other’s influence 2
Very often doing the practice to write an instruction text with other’s influence 1

3 Very often asking about an instruction text 5

Often asking about an instruction text 4
Sometimes asking about an instruction text 3
Ever asking about an instruction text 2
Never asking about an instruction text 1
 FINAL SCORE
(SCALE 100)

(∑ Score x 10) x 2
______________
3
2. Knowledge Assessment Rubric

NUMB CRITERIA SCORE

ER
1 Correct answer 1
Incorrect answer 0
2 Three correct aspects 3
Two correct aspects 2
One correct aspect 1
No correct aspects 0
3 Two correct aspects 2
One correct aspect 1
No correct aspects 0
 FINAL SCORE
(SCALE 100)

(∑ Score x 5) x 10
______________
3
3. Skill Assessment Rubric
a. Speaking Assessment Rubric
NUMBER CRITERIA SCORE

1 - 10 Three correct aspects (pronunciation, stress, intonation) 3

Two correct aspects 2
One correct aspect 1
No correct aspects 0

FINAL SCORE
(SCALE 100)

(∑ Score x 10) x 10
______________
3
b. Writing Assessment Rubric
NUNBER CRITERIA SCORE

1-20 Four correct aspects (grammar, punctuation, capitalization, spelling) 4

Three correct aspects 3
Two correct aspects 2
One correct aspect 1
No correct aspects 0

FINAL SCORE
(SCALE 100)

(∑ Score x 20) x 5
______________
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 THANK YOU

FOR

YOUR ATTENTION