Developing a Model of Scoring Rubric of Authentic Assessment for English Teachers at Senior High Schools in Indonesia
Keywords:languange, curiculum, authentic assessment, teacher
Language authentic assessment emphasizes the language production ability more than theory only (linguistics competence) in daily communication to meet various needs of the students. Since most of the teachers especially in Lubuklinggau South Sumatera were still unfamiliar with authentic assessment ( based on the preliminary study by the researcher), therefore, it was important to familiarize them to enable them in assessing the learners authentically and properly, especially in English based on K-’13 curriculum requirements.
During conducting this research, English teachers seemed so thankful to have such a chance to know and experience much about the authenticity of learning that was biased from learning assessment. They can state now that good learning producing by good assessment, authentic assessment conditioning authentic learning, which lies not only on the product but much more important lies on the process.
It is hoped, this guidebook can be useful for not only English teachers but also for other subject matter teachers, to run the proper assessment eligibly towards the learners during the learning process in the continuum.
The practical guidebook is also usable for not only senior high school teachers but also the other different level schools, as a basis to develop their scoring rubric based on K-’13 curriculum claims.
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