Exploring Vocational Secondary School EFL Teachers’ Perception of Authentic Reading Assessment  

Oleh:

Nurcahyanti, Herdiyana

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 108-117.
Topik: Authentic reading assessment; perception; VSS EFL teachers
Fulltext: hal 108.pdf (15.04MB)

Isi artikel

Since past decades, authentic assessment has gained rapid interest because of its shift from traditional assessment to modern or authentic assessment. Authentic assessment of reading is an advanced issue in teacher education since reading is considered as one of the most fundamental parts of literacy and the most frequency-measured abilities. Recent Indonesian curriculum have stipulated authentic assessment. Many Indonesian teachers considered authentic assessment as a problem. This can be due to their lack of understanding of the concept of authentic assessment since they have not experienced adequate assessment training. This exploratory study aims to enquire into EFL teachers’ conceptual understanding of authentic reading assessment in terms of its purposes, criteria, methods, and techniques. For this purpose, thirty Vocational Secondary School (VSS) EFL teachers from Central Jakarta area were randomly chosen since this study utilized qualitative data. The data was obtained by using interview and open-ended questionnaires. The result of authentic reading assessment (ARA) shows that VSS teachers get well perception towards the concept of ARA as literature stated. However, some teachers admitted that they have adversity to practice the existing concept.

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