A Systematic Literature Review of Authentic Assessment in K-12 ESL/EFL Education
Abstract
This research offers an extensive review and analysis of the use of authentic assessment in K-12 ESL/EFL education. The study follows the PRISMA 2020 statement guidelines for systematic literature reviews, investigating peer-reviewed articles from the SCOPUS, WOS, and ERIC databases (2013-2022). The samples comprised teachers, students, and K-12 education documents; non-eligible criteria were excluded. Out of numerous potential studies, 19 were deemed fitting for the review. The findings indicate growing research interest in authentic assessment, with one publication per year minimum since 2015, and notable contributions from Indonesia. Most of the studies (74%) adopted qualitative designs and utilized different authentic assessment types, such as role play, oral interviews, projects, and portfolios. Key factors affecting the implementation included teacher attributes (assessment literacy, language proficiency, support, time), student attributes (motivation, reflection, time, ability), resources (assessment tools, textbooks, guidebooks, teaching aids), and environmental aspects (class size). The review provides valuable insights for teachers aiming to apply suitable authentic assessment strategies and underlines the importance of considering these factors in lesson planning. It emphasizes the need for more research on teachers' assessment literacy and their experiences in employing authentic assessment in K-12 ESL/EFL education, which is currently an underexplored area.
Downloads
References
Boon P. Y., Lee L. H., & Aeria, L. A. (2017). Pentaksiran dalam pendidikan. Shah Alam: Penerbit Oxford Fajar.
Brown, H. D. (2004). Language assessment: principles and classroom practices. Pearson Education.
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(5), 671–689.
Cimen,S.S. (2022). Exploring EFL assessment in Turkey:Curriculum and teacher practices. International Online Journal of Education and Teaching, 9(1) , 531-550.
Crystal, D. (2003). English as a global language. Cambridge University Press.
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5–6), 523–545. https://doi.org/10.1016/S0742-051X(00)00016-9
Dwi Rukmini & Lenggahing Asri Dewi Eko Saputri. (2016). The authentic assessmeny to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263-273. https://doi.org/10.17509/ijal.v7i2.8128
Erwin Rahayu Saputra, Fuad Abdul Hamied & Didi Suherdi (2020).The development of beliefs and practices of language assessment literacy:does a professional learning community help? Journal of Education for Teaching, 46(3), 414-416. https://doi.org/10.1080/02607476.2020.1761250
Gkogkou, E., & Kofou, I. (2021). A toolkit for the investigation of Greek EFL teachers’ assessment literacy, Languages, 6(4), 188. https://doi.org/10.3390/ languages6040188
Grant, M.J., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52, 67–86. https://doi.org/10.1007/BF02504676
Hart, D. (1994). Authentic assessment:A handbook for educators. United States of America: Edison-Wesley.
Herrington, J., & Herrington, A. (1998). Authentic assessment and multimedia: how university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322.
Huang, R., & Jiang, L. (2021). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633-646. https://doi.org/10.1080/03055698.2020.1719387
Karakoc, B., & Bay, E. (2016). Opinions of the teachers related with the positive and negative aspects of the authentic task based approach in foreign language education. Journal of Education and Learning, 5(3), 166-172.
Kementerian Pendidikan Malaysia (2013). Pelan Pembangunan Pendidikan Malaysia 2013 – 2025: Pendidikan prasekolah hingga lepas menegah. Putrajaya.
Kementerian Pendidikan Malaysia (2019). Panduan Pelaksanaan Pentaksiran Bilik Darjah Edisi ke -2.Putrajaya.
Larenas, C. D., Diaz, A. J., Orellana, Y. R., & Villalon, M. J. S. (2021). Exploring the principles of English assessment instruments, Ensaio, 29(111), 461-483. https://doi.org/10.1590/S0104-403620210002902851
Lightbown, P. M., & Spada, N. (2006). How Languages Are Learned (3rd ed.). Oxford: Oxford University Press.
Limberg, H. (2016). Teaching how to apologize:EFL teaxtbook and pragmatic input. Language Teaching Research, 20(6), 700-718. https://doi.org /10.1177/1362168815590695
Meriem Zeghdoud, Fawwaz Al-Abed Al-Haq, & Dina Al-Jamal (2019). Communicative English Language Teaching Principles in Action: Moving from Theory to Examples. Jordan Journal of Modern Languages and Literatures, 11(2), 225-246.
Moch. Said Mardjuki (2018). English teachers’ perception on the use of authentic assessment in 2013 curriculum. Indonesian Journal of English Language Teaching and Applied Linguistics, 2(2), 151-163.
Mohammed Shure Wado & Abdurehman Osman Seid (2020). Exploring challenges of preparing authentic English language tests in secondary and preparatory schools: The case of Gamo, Gofa and Konso zones in Southern Ethiopia. Educational Research and Reviews, 15(8), 433-437. https://doi.org/10.5897/ERR2020.3965
Muhammad Noor Abdul Aziz & Nurahimah Mohd Yussof (2015). Using portfolio to assess rural young learners’ writing skills in English Language classroom. The Malaysian Online Journal of Educational Science, 3(4), 46-54.
Muhammad Noor Abdul Aziz & Nurahimah Mohd Yussof (2016).Improving process writing with the use authentic assessment. International Journal of Evaluation and Research in Education (IJERE), 5(3), 200-204.
Muhammad Noor Abdul Aziz, Nurahimah Mohd Yusoff & Mohd Faiz Mohd Yaakob (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759-768. https://doi.org.10.11591/ijere.v9i3.20546
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English Language learners. Practical approaches for teachers. United States of America: Longman
Ortiz, S. M. R., & Cuéllar, M. T. A. (2018). Authentic tasks to foster oral production among English as a foreign language learners. HOW, 5(1), 51-68.
Rastegaran, S. (2016). The effect of using authentic task on teaching adjectives. Advances in Language and Literacy Studies, 7(2), 18-24. http://dx.doi.org/10.7575/aiac.alls.v.7n.2p.18
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
Razmawaty Mohamed & Othman Lebar. (2017). Authentic assessment in assessing higher order thinking skills. International Journal of Academic Research in Business and Social Sciences, 7(2), 466-476.
So, Y., Zapata-Rivera, D., Cho, Y., Luce, C., & Battistini, L. (2015). Using trialogues to measure English Language skills. Educational Technology & Society, 18(2), 21-32.
Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70(101030). https://doi.org/10.1016/j.stueduc.2021.101030
Taylor, B. J., Dempster, M., & Donnelly, M. (2003). Hidden gems: Systematically searching electronic databases for research publications for social work and social care. British Journal of Social Work, 33(4), 423-439.
Villarroel, V., Boud, D., Bloxham, S., Bruna, D., & Bruna, C., (2020) Using principles of authentic assessment to redesign written examinations and tests, Innovations in Education and Teaching International, 57(1), 38-49, https://doi.org/10.1080/14703297.2018.1564882
Wiggins, G.P. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.
Zaim, M., Refnaldi & Safnil Arsyad (2020). Authentic assessment for speaking skills: Problem and solution for English secondary school teachers in Indonesia. International Journal of Instruction, 13(3), 587-604. https://doi.org/10.29333/iji.2020.13340a
Zeghdoud, M., Al-Abed Al-Haq, F., & Al-Jamal, D. (2019). Communicative English language teaching principles in action: Moving from theory to examples. Jordan Journal of Modern Languages and Literatures, 11(2), 225-246.
Zia Tajeddin, Minoo Alemi & Hasti Yasaei (2018). Classroom assessment literacy for speaking: Exploring novice and experienced English language teachers’ knowledge and practice. Iranian Journal of Language Teaching Research, 6(3), 57-77.
