AUTHENTIC ASSESSMENT AND THE IMPLICATION TO STUDENTS’ SELF-ESTEEM IN TEACHING ENGLISH AT SENIOR HIGH SCHOOL

Hijriati, Hanifatul (2016) AUTHENTIC ASSESSMENT AND THE IMPLICATION TO STUDENTS’ SELF-ESTEEM IN TEACHING ENGLISH AT SENIOR HIGH SCHOOL. In: The 61 TEFLIN International Conference, 2014, Universitas Sebelas Maret.

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    Abstract

    Abstract: Authentic assessment in curriculum 2013 is divided into some aspects. The assessments are covered into project report, students’ portfolio and students’ behavior. Authentic assessments encourage teachers to observe the progress of each student during the learning process. This assessment also encourages students to explore their learning experience in various ways. The activities designed to optimize students’ capacity are recorded by teachers in assessment rubrics. Students’ self esteem, which is defined as the positive or negative evaluation of self, occurs naturally. The authentic assessment shows the result of the students’ capacity in the participation during the learning process. Students’ self esteem is shown whether students feel worthy about themselves. In authentic assessment, teacher does not only have great responsibility in judging the students but also in guiding the students to make progress during the learning process. Based on the curriculum 2013, authentic assessment has purpose to motivate students in participating much during the lesson. This paper describes the implication of authentic assessment to students’ self esteem. Keywords: authentic assessment, self esteem

    Item Type: Conference or Workshop Item (Paper)
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    P Language and Literature > PE English
    Divisions: UNSPECIFIED
    Depositing User: dina m
    Date Deposited: 27 May 2016 18:56
    Last Modified: 27 May 2016 18:56
    URI: https://eprints.uns.ac.id/id/eprint/26493

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