The objectives of this study are: (1) to describe the teacher‘s knowledge of authentic assesment in assessing students‘ writing skill; (2) to describe the teacher‘s perception of authentic assessment in assessing students‘ writing skill; (3) to describe the implementation of authentic assessment in assessing students‘ writing skill; and (4) to describe the advantages of the implementation of authentic assessment in assessing students‘ writing skill.
The research is qualitative research in which the design is case study. The place of study is Senior High School 1 Madiun in the academic year of 2014/2015. The techniques of collecting data are observation, interview, questionaire, and documentation. The thrustworthiness is methodological triangulation and the data analysis techniques are organizing the data, finding and organizing concepts, building overarching themes in the data, ensuring reliability and validity in the data analysis and in the findings, finding possible explanations for discussion, and an overview of the final steps for description of result.
The findings are as follows: (1) Teachers‘ experience and knowledge give impact to their beliefs and the beliefs are reflected in classroom teaching and learning activity. Experience and knowledge about assessment method and technique applied in learning process also gives impact to the way of the teacher receives new information about related material and delivers it to student; (2) Teachers‘ perception in authentic assessment reveals teachers‘ belief that the implementation of authentic assessment focus on students centered learning, it should require students to demonstrate their learning by creating a quality product or performance in real context; (3) The implementation of authentic assessment is performance-based that requires students to exhibit the extent of their learning through a demonstration and direct practice for writing; and (4) Authentic assessments provide feedback on a student's learning to encourage further development. It can improve students‘ knowledge, deep understanding, problem-solving skills, social skills, and attitudes that are used in a simulation of a real-world situation. Then, it provides direct evidence of students work.
The implication is that the teachers‘ knowledge and their experience influence the implementation of authentic assessment. The teacher who have sufficient knowledge about the nature and the various types of authentic assessment has proper implementation of authentic assessment in teaching writing. The training program for teacher is necessary to develop authentic assessment practice and develop teachers‘ competency about authentic assessment process. The implementation of authentic assessment is necessarily completed with portfolio assessment.
Key words: Authentic assessment, writing skill, case study
