ENGLISH TEACHER’S PERSPECTIVE ON AUTHENTIC ASSESSMENT IMPLEMENTATION OF CURRICULUM 2013

Abstract: Assessment is an important part of teachinng and learning as it enhances the process of students learning improvement (Brown, 2004). Now, the curriculum 2013 in Indonesia has brought authentic assessment as part of teaching and learning process which all teachers from elementary to secondary levels have to implement it in schools. While, the term authentic assessment for many teachers seems to be something new for them. Whereas, they need to understand and be able to apply it which many students will rely on their way of designing and administering it. Authentic assessment itself usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated (Muller, 2014). Therefore, this paper gives findings on the English secondary school teachers’ perspective of the term authentic assessment. The findings comprise into two perspectives, the positive and negative ones which mean the teachers’ ability in designing it and their difficulties in facing it. The teachers who are involved in this case study are from Central Java and secondary schools English teachers partners of Semarang State University (UNNES). They usually involve in observing teacher trainees of UNNES. Explanatory case study is used here as the description and explanatory on the questionnaires and teachers’ lesson plans are applied to explore more the teacher’s perspective on authentic assessement for curriculum 2013. the findings of this case study could be as underpinning ways to get future solution for teachers knowledge and ability on authentic assessment dealing with the implementation of curriculum 2013. Keywords: Authentic Assessment, Curriculum 201