The Implementation of the Authentic Assessment in EFL Classes in Erbil
DOI:
https://doi.org/10.23918/ijsses.v8i2p206Keywords:
Authentic Assessment, Traditional Assessment, Assessment in Erbil, AssessmentAbstract
To prepare students for their professional life through appropriate instruction and context, the most effective assessment types should be chosen to assess them. So, this study’s aim is to find out how frequently authentic assessment is applied in English foreign language classes in Erbil, Iraq. The major problem is that many teachers and educators complain that the results of examinations and tests are not satisfactory and do not represent the actual level of student’s language proficiency and this is due to inappropriate testing, the lack of alignment between the content, methods of instruction, lack of appropriate equipment and inappropriate classroom environment. This is why it is essential to analyze the current situation – applied assessment practices and the attitude towards authentic assessment, and to develop suitable recommendations for English foreign language teachers and educators. This study used quantitative approach to solve the problem and 95 teachers participated in the survey. The results of the questionnaire show that the significance of authentic assessment is well recognized by the teacher participants, and they try using it like making informal observations in the classroom. But when it comes to applying the formal types of assessment most of the respondents are still using the traditional types of assessment more often. Moreover, results of this research will be significant to helping teachers with implementing authentic assessment more by providing them with appropriate equipment, knowledge, and instructions.
References
Archbald, D., & Newman, F. (1988). Beyond standardized testing: Assessing authentic academic achievement in the secondary school. Washington D.C. : National Association of Secondary School Principals.
Bachman, L., & Palmer, A. (1995). Langauge tesing in practice. New York: Oxford University.
Bagnato, S. (2007). Authentic assessment for early childhood intervention. New York: Gulford Press.
Burke, K. (2009). How to assess authentic learning (5th ed.). Thousand Oaks: Corwin.
Butler, K. (2020). Authentic assessment in a university pathway program. In E. White, & T. Bucher, classroom assessment for language teaching (pp. 298-325). Newcastle upon Tyne: Cambridge Scholars Publishing.
Capperucci, D. (2019). Assessment and certification of foreign language learning through rubric: A methodological perspective. In A. Lopes, & R. R. Cecilia, New trends in foreign language teaching: methods, evaluation and innovation (pp. 294-308). Newcastle upon Tyne: Cambridge Scholoars Publishing.
Darling-Hammond, L., Falk, B. F., & Ancess, J. (2017). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.
Ferguson, J. S. (2018). Using authentic assessment in information literacy programs: tools, techniques, and strategies. London: Rowman & Littlefield.
Kerka, S. (1995). Techniques for authentic assessment. Practice application brief. ERIC clearinghouse on adult, career, and vocational education, 1-4. Retrieved from https://files.eric.ed.gov/fulltext/ED381688.pdf
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for english language learners: Practical approaches for teachers. Boston: Addison-Wesley Publishing.
Ulker, V. (2017a). Impact of the alighnment between learning outcomes and assessemtn on english as a foreign language students’ writing skills development (Ishik University Language Preparatory School Case). Journal of Education in Black Sea Region, 3(2017), 139-148.
Ulker, V. (2017b). The alignment of teaching methodology and learning outcomes: The effect of students’ perceptions on the development of english language proficiency of adult learners. International Journal of Social Sciences & Educational Studies, 4(3), 132-139.
Ulker, V. (2017c). The design and use of speaking assessment rubrics. Journal of Educaion and Practice, 8(32), 135-140. Retrieved from https://core.ac.uk/download/pdf/234641197.pdf
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. The Phi Delta Kappan, 70(9), 703-713. Retrieved from https://grantwiggins.files.wordpress.com/2014/01/wiggins-atruetest-kappan89.pdf
Winograd, P., & Perkins, F. (1995). Authentic assessment in the classroom: Principals and practices. In R. Blum, & J. Artec, A handbook for student performance assessment in an era of restructuring (pp. 1-11). Alexandria: VA: Assosiation for Supervision and Curriculum Development.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies
International Journal of Social Sciences & Educational Studies applies the
Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
