Authentic
Assessment
COURSE:English for Subject Teacher, 61-90 hp
PROGRAMME: Ämneslärarprogrammet
AUTHOR: Lindha Andersson
TUTOR: Jenny Siméus
EXAMINER: Julia Forsberg
SEMESTER:Spring-20
How Could Authentic Assessment Benefit EFL
Students’ Speaking Skills in Swedish Upper
Secondary School?
Title: Authentic Assessment – How Could Authentic Assessment Benefit EFL Students’
Speaking Skills in Swedish Upper Secondary School?
Author: Lindha Andersson Pages: 26
Keywords: Authentic assessment, EFL, speaking skills, upper secondary school.
Abstract:
The study’s intention is to research the questions of how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school and what some advantages and disadvantages were of doing so. To this end secondary sources were used to gather information to be able to answer the research questions. The results showed that the benefits of authentic assessment could help students’ speaking skills in improving their accuracy and fluency, their conversational skills and grammar use for communicative competency. Results also showed that authentic assessment promotes learning style diversity. Both skill and materialistic issues were found as some advantages and disadvantages of using authentic assessment when assessing EFL students’ speaking skills. Examples of advantages were authentic assessment helping students develop skills such as critical and logical thinking, interactional skills and combining cognitive objectives with attitudes and social skills. No disadvantages in favour of the students were found. However, the teacher’s lack of possible knowledge needed to use authentic assessment was noted. A final discussion expressed that authentic assessment, like any other type of assessment, has its value when used in the right context.
Table of contents
1. Introduction
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2. Background
1
2.1 Nine components of authenticity
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2.2 Focus points of authentic assessment
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2.3 Distinguishing authentic material
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2.4 Distinguishing authentic “talk”
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2.5 Assessing speaking
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2.6 Working with authentic assessment
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2.6.1 Role play
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2.6.2 Information gap
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2.6.3 Picture talks
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2.6.4 Brief question and answer
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2.6.5 Narrating sequences
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2.6.6 Pair dialogue
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2.7 The English subject curriculum
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2.8 Bringing views on authentic assessment together
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3. Aim
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3.1 Research questions
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4. Method
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4.1 Gathering the material
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4.2 Sorting the material
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4.3 Analysis and interpretation of the material
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4.3.1 Source and main point of the article
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4.3.2 Interpreting the material
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5. Results
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5.1 Benefits of authentic assessment on EFL students’ speaking skills 12
5.1.1 Accuracy and fluency
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5.1.2 Learning style diversity
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5.1.3 Conversational skills
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5.1.4 Grammar use for communicative competency
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5.2 Advantages and disadvantages of authentic assessment
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5.2.1 Advantages of authentic assessment
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5.2.2 Disadvantages of authentic assessment
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5.3 Example of authentic assessment in practice
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6. Discussion
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6.1 Authentic assessment and EFL students
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6.2 Some advantages of using authentic assessment
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6.3 Some disadvantages of using authentic assessment
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6.4 Revisiting the English subject curriculum
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6.5 Advocates of authentic assessment
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6.6 Practical authentic assessment using the English curriculum
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6.7 Analysis of method
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6.8 Future research
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7. List of references
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8. Appendices
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1. Introduction
Assessment is a vital element to teaching. Assessment is a means to ascertain what a student knows of a particular area of knowledge or subject, what they have learnt and to what degree they know it. In the English subject taught in upper secondary school assessment deals with assessing a student’s language skills in the core content areas of communication, reception as well as production and interaction (Skolverket, 2020). Why is it necessary to assess students? Långström and Viklund (2010) write that assessment is most often used in education for two main reasons which are to control what the students have learnt or support their learning and development.
In recent years interest and support have arose for a less common assessment form which is authentic assessment. Authentic assessment in its shape and execution both differs and do not differ from the more common forms of assessment, summative and formative,
(Lundahl,2009, p. 390) which are used in Swedish schools today (Skolverket, 2011, p. 17). Authentic assessment focuses and relies on there being a connection between the real-world outside of school and the school environment itself (Allen et al., 2012, p. 1). As such there is a focus on the nature of the material used in authentic assessment to fulfill the purpose of the assessment being authentic. These differences are what first attracted interest for the topic as a research subject, leading to how it could be used to benefit students’ learning and
development. Possibly giving teachers an additional tool when assessing students in language skills such as speaking.
Hence the topic and focus of this study has been chosen to concern the area of assessment of the teaching profession. Since assessment is a vast topic, the scope of this study was limited to authentic assessment. Therefore, this study intends to define and summarise the method authentic assessment. This is to provide the baseline of understanding for which a more in-depth discussion of how authentic assessment could benefit EFL students’ speaking skills. Potential advantages and disadvantages of using authentic assessment when assessing EFL students’ speaking skills will be discussed as well.
2. Background
This section will provide descriptions of the different aspects related to authentic assessment in its definitions and appliance. This is to create an understanding for what authentic
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As previously mentioned, assessment is a vital element in teaching and perhaps even a natural part of teaching for the purpose of gauging the students’ knowledge and skills.
Långström and Viklund (2010) and Harmer (2015), amongst other didactive issues, deal with assessment which is at the heart of this study. Authentic assessment, the focus of this study, differs some from the more commonly known and used summative and formative
assessment. Lundahl (2009, p. 390) explains authentic assessment as being the ideal method of assessment where the assessment is executed as realistically as can possibly be done (however what realistically entails is not further explained). While Harmer (2015) does not explicitly describe authentic assessment in those exact terms, he does write about authenticity when it comes to choosing written text and speech recordings for teaching English to foreign speakers. Harmer further explains:
Authentic material is language where no concessions are made to foreign speakers. It is normal, natural language used by competent or native speakers of a language. This is what our students encounter (or will encounter) in real life if they come into contact with target-language speakers, and, precisely because it is authentic, it is unlikely to be simplified or spoken slowly (2015, p. 306). Hence it is important for the teacher to choose authentic texts, recordings or videos that are appropriate for the language skill levels of their group of learners.
2.1 Nine components of authenticity
The authors of the scholarly article Defining Authentic Classroom Assessment write that making assessments authentic is commonly advocated for being the best practice in
classroom assessment and that the term authentic is “often used as meaning the mirroring of real-world tasks or expectations” (Allen et al., 2012, p. 1). For example, students would be asked to role play an interview for a job at a bank or perhaps a meeting of two people in the grocery store. However, the authors also write that there is no consensus in the actual
definition of the term or the characteristics of an authentic classroom assessment. The earliest reference of the term authentic itself was made over 20 years earlier (Archbald & Newman, 1988). In the journal article the authors try to identify nine distinct components of
authenticity whereas only one of these components is one of realistic nature of assessment (Allen et al., 2012, p. 5). These nine points are in turn divided into three categories: “the context of the assessment”, “the role of the student” and “the scoring” (Allen et al., 2012, p. 5). The realistic activity or context is grouped under the category “the context of the
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assessment” (Allen et al., 2012, p. 5). Under the category “the role of the student” (Allen et al., 2012, p. 5) the authors have written down that the assessment is formative, showing a connection between formative assessment and authentic assessment at least as shown in this journal article. This connection can point to the nature of authentic assessment which, as formative assessment also does, aims to support the students’ future learning and
development.
2.2 Focus points of authentic assessment
Burley and Price (2003, p. 193) write that the focus points of true authentic assessment are analysis, integration, creativity and written and oral expressions. As such, if a person was to put a sign on authentic assessment then the message on it would be “real world”
task-performances, investigations, open-response questions and portfolios (Burley & Price, 2003, p. 193). The key aspect of authentic assessment is observing students during these activities formerly mentioned (Burley & Price, 2003, p. 194). During such activities, the students are required to construct the knowledge for themselves through complex cognitive processes that combine lower and higher cognitive objectives with attitudes and social skills. For example, while students simulate activities relevant to the job or community in question for the assignment, students regularly crisscross content areas. Content areas here being various areas of knowledge that the student possess, such as knowledge about carpentry, economics, and gaming. It is through this process which the teachers are able to observe key behaviours that traditional testing might miss out on (Burley & Price, 2003).
2.3 Distinguishing authentic material
Furthermore, being able to distinguish what is authentic material and what is not is another conundrum that educators will come upon. Deciding what material is authentic and what is not is not always straightforward. Using Harmer’s (2015, p. 306) own example: A stage play is a playwright’s own representation of spontaneous speech, but it is not necessarily the real thing, as in how people authentically speak, and so the stage play can be considered both authentic and inauthentic. According to Valencia & Peters (1991, p. 590) using trade books, textbooks and children’s magazines are not sufficient. The reason being that when the
appropriateness of content is not properly attended to then this can lead to problematic issues. The students’ comprehension can be impeded if for example the language level of the
material is too high for the students’ current language level. The students will be unable to use strategies effectively. The students’ learning will become fragmented if for example the
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material is focused on a singular scenario or event without connecting it to a larger
wholeness. Lastly the transference of content knowledge to new learning situations will be impaired if for example the material does not give opportunities for the students to reflect using personal ideas. The issue has been of increasing importance for other skill areas and activities, such as speaking, outside of reading (Valencia & Peters, 1991, p. 590). Since choosing appropriate content for authentic assessment is vital for the assessment method to fully work as intended Valencia & Peters (1991, p. 590-591) devised a five-point guideline for selecting such appropriate authentic content.
1. Material should reflect important themes and ideas.
2. Materials should be consistent with the goals of the subject area curriculum. 3. Material should be rooted in real-world experiences and have application to the world both inside and outside school.
4. Materials should be sensitive to the developmental progression of students. 5. Materials should allow students to engage in higher order thinking.
(Valencia & Peters, 1991, p. 590-591)
The five-point guideline can be a useful tool for a teacher that would be interested in using authentic assessment in their teaching. The guideline can be used as a reference when choosing authentic content and perhaps ease difficulties that could arise in this matter.
2.4 Distinguishing authentic “talk”
Defining authentic “talk” might be complicated considering that most recordings of speech in some manner, to a lesser or greater extent, are staged performances (Montgomery, 2001). It reveals itself by the “performers” taking pre-allocated turns speaking, in the reactions to the studio audience or in a perceived sense of “scriptedness” (as in the speakers following a pre-composed script). In contrast to this scripted speech there is the personal interactions of the private sphere which is working itself into the public sphere. The last described phenomena is what overlaps with what could be considered authentic talk since it originated from the non-scripted private sphere (Montgomery, 2001).
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2.5 Assessing speaking
In assessing speaking there are two main or rather general elements to take into consideration and those elements are accuracy and fluency (Brown, 2004). Within these elements there are sub elements. Accuracy that include vocabulary, grammar, pronunciation, stress, and
intonation. Fluency that include the meaning and the spontaneity use of the language. Furthermore, accuracy deal with the ability to produce correct sentencing structures such as using correct grammar and appropriate vocabulary for the context. Fluency deal with the ability to produce sentences fluently and smoothly.
Hence, the objective of assessing a student’s speaking skills lies in capturing the student’s ability to communicate intended for both basic and academic purposes. Basic communication involves informal talk or a conversation that can be done face to face where considerations are made for such things as facial expression, gesture, and tone. In academic communication, meanwhile, the student is asked to speak formally and academically using appropriately chosen content areas (Sahyoni & Zaim, 2017, p. 18). The latter of the two aim in particular to give students the language tools for further academical studies. Sahyoni & Zaim (2017) write that speaking is an important skill for which assessment of need be done in a teaching and learning process.
2.6 Working with authentic assessment
The following models are some examples of how a teacher could possibly work with
authentic assessment in a classroom when assessing students’ speaking skills. The models are simple and do not need a lot of preparation on the teacher’s part which can be an advantage for a teacher initially attempting authentic assessment. While these models are not the only method of working with authentic assessment of speaking skills, they do afford opportunities for student interaction where the students can demonstrate their speaking skills for the
observing teacher to assess. The models are six in total.
2.6.1 Role play
Role play give the student an opportunity in various different roles and social contexts to practice their speaking skills. It is a communicative way to develop the student’s fluency and also a way to promote classroom interaction. The student’s self-confidence is developed in the interaction with other students when they speak up to each other. It is an active learning
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process that encourage students to act in a real scenario (when appropriate content is chosen) that students might find interesting and joyful (Sahyoni & Zaim, 2017).
2.6.2 Information gap
Students are given incomplete pictures or part of a picture, photo, diagram, map or other similar media that combined with a second part makes a whole. Together in pairs the students communicate with each other to find out what missing pieces the other lack to together build the whole complete picture. Information gap as a model for authentic assessment promotes student interaction and is beneficial for assessing speaking since it is easy to prepare and produce. The fact that it can also be used as a game can further act as encouragement for some students to take part in the interaction (Sahyoni & Zaim, 2017).
2.6.3 Picture talks
Picture talks while similar to information gap to some extent, (in that it uses pictures as material), also differ in its method of execution. One student is given a picture (which could for example be of an object, landscape view or person) and then tasked with describing the picture to one or more other students so that they can conclude as to what the picture depict. The purpose of the assessment when using this model is not so much to find out what the students cannot do and more to find out what the students can do with the language. It allows the teacher for example to assess a student’s ability to describe people and other objects or scenery as long as the pictures chosen allow for descriptive language and structure to be used in the context. Pictures allowing for descriptive language in this example show that
appropriate content is key in authentic assessment. Some advantages worth mentioning here is that this model is inexpensive to produce, widely available with free to use picture data banks on the internet, books, newspapers, etc. Pictures help students focus their attention on the current subject at hand as well as engages them to be more active in the lesson and interactive with the rest of the class (Sahyoni & Zaim, 2017).
2.6.4 Brief question and answer
The students themselves are tasked with preparing short questions that can be answered with short replies by another student. The idea is for the students to practice their vocabulary and how they use the language to express themselves. As such the assessment focus on the student’s range of vocabulary and ability to express themselves. The model is done in pairs and the students take turn asking and answering questions. The assessment is communicative
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which in turn emphasise the students to be both active and responsive learners, as well as increase the student’s self-confidence which should lead to minimised mistakes and anxiety when speaking in the English language (Sahyoni & Zaim, 2017).
2.6.5 Narrating sequences
The model has its roots in storytelling from which it was developed. Narrating sequences involve putting events, ideas, and objects in a correct logical order, as such the students are tasked with telling the event, process, or steps in that proper logical order. The activity require the students to use their logical thinking as well as language ability to express
themselves. The model itself is relatively simple and can be applied over a range of ages. The students are encouraged to be communicative learners and students usually become interested if the medium of the material chosen is that of pictures (Sahyoni & Zaim, 2017).
2.6.6 Pair dialogue
Pair dialogue is a commonly used method in schools today where students for example might be asked to discuss a topic in pairs. Pair dialogue involve students in pairs trying to memorise a dialogue or short conversation thereafter practicing it. The students ask and respond to each other’s questions together reaching new levels of understanding. They inquire and help each other develop their own thinking process. Its use in relevance to students’ speaking skills is the dialogue helping students practice their speech, pronunciation, intonation, and stress (Sahyoni & Zaim, 2017).
2.7 The English subject curriculum
Formative and summative assessment are the predominant assessment methods used in Swedish schools today and the support for using these methods can be found in assistance material concerning assessment published by the Swedish National Agency for Education (Skolverket, 2011, p.17). Whether authentic assessment might also be a valid assessment method can be considered by reading the English curriculum for upper secondary school, more specifically the aim of the subject description. Under the aim of the subject it state that students should be given opportunities to develop:
1. Understanding of spoken and written English, and also the ability to interpret content.
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2. The ability to express oneself and communicate in English in speech and writing. 3. The ability to use different language strategies in different contexts.
4. The ability to adapt language to different purposes, recipients and situations. 5. The ability to discuss and reflect on living conditions, social issues and cultural features in different contexts and parts of the world where English is used.
(Skolverket, 2020, p. 2)
Under the heading “Aim of the subject” there are longer descriptions of the aspects already specified which are the students should be helped with developing their language knowledge “so that they have the ability, desire and confidence to use English in different situations and for different purposes” (Skolverket, 2020, p. 1). It further state that “Students should be given the opportunity, through the use of language in functional and meaningful contexts, to
develop all-round communicative skills.” (Skolverket, 2020, p.1). Earlier it was described how a teacher might work with authentic assessment using various models. These models aim at developing different language skills that correspond to these aims. Being able, for example, to express oneself freely and fluently with confidence in various scenarios and contexts is at the core of authentic assessment. Various scenarios and contexts that would also allow the students opportunities for adapting their language. By using authentic content and material the students can be exposed to numerous and different cultures along with social issues from around the English-speaking world.
2.8 Bringing views on authentic assessment together
Authentic assessment focus on assignments and activities that use authentic material which have a connection to the real-world, the world outside of the school environment. Authentic assessment can be accomplished in various activities of which many can be described as being of practical nature, such as discussion activities. One of the building blocks of authentic assessment is reflection. Authentic assessment allow the students to bring the knowledge of content areas that they already possess to the present activity or assignment. The student reflect on the material and the peers’ contribution and through this process gain further knowledge and understanding about themself and the world around the student. The authentic assessment method allow for students who find it hard to achieve educational success in the traditional assessment methods to be able to find that success in the activities using authentic assessment as basis for assessing language skills. It can be achieved since authentic
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assessment allow for learning strategy diversity through being able to be executed using different activities designed to bring forth language skills. The students learn to learn and become aware of their own learning progress and development.
3. Aim
It is the aim of this study to research how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school as well as make this information more easily available for Swedish upper secondary teachers. Some advantages and disadvantages when using authentic assessment are also going to be discussed.
3.1 Research questions
- How could authentic assessment benefit EFL students’ speaking skills in Swedish upper secondary school?
- What are some advantages and disadvantages to using authentic assessment when assessing EFL students’ speaking skills in Swedish upper secondary school?
4. Method
In the following sections a description will be given of the gathering of the material used in the study, from where it was gathered to what selection criteria was used in doing so. An explanation of how the material was analysed to arrive at the results will be presented. A complete list of references can be found at the end of the study. The intention is to bring focus to the main point of the study through comparison of the findings of the sources. The main point being to answer the research questions in the aim description of the study.
4.1 Gathering the material
When gathering the material for the study there have been a reliance mostly on using data banks relevant to the chosen area. Use have been made of databanks such as JSTOR, ResearchGate and ERIC to gather primarily external secondary sources. Select primary sources have been used and gathered using JSTOR and ResearchGate. The secondary sources have consisted mainly of scholarly articles. Secondary sources have been selected with the criteria of mainly dealing with authentic assessment in defining it. How authentic assessment can be used with focus on EFL students’ speaking skills in adherence to the main research question, and some possible advantages and disadvantages of using authentic assessment when assessing the speaking skills of EFL students. Search words used were “authentic assessment”, “authentic assessment definition”, “EFL” and “speaking skills”. Using the
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gathered material, a compilation of the relevant information was made that would enable the handling, comparing, analysing, and replying of the research questions.
4.2 Sorting the material
For the source to be useful to the study, it had to have information regarding the definition of authentic assessment itself, defining the term authenticity and defining what make materials authentic. Additionally information was wanted regarding how authentic assessment could be used, the benefits of using authentic assessment in relation to the research questions and what aspects could possibly be identified as advantages versus disadvantages. The sources were then sorted into categories of “definitions”, “benefits” and “advantages/disadvantages”. A separate document was kept where the complete references were put along with comments or quotations with page references for later perusal when needed of important or relevant parts to the study.
4.3 Analysis and interpretation of the material
The study has predominantly made use of secondary evidence, meaning information that has been drawn from other sources, such as articles, magazines, or books. These sources in turn have made their interpretation of the primary sources that they used (Graham, 2012, p. 11). As such when analysing and interpreting these secondary sources, a couple of things were looked upon which were: the content of the article, sources used in the article and the main point or thesis in the article (Graham, 2012, p. 2-4). All of these points, some less
consistently than others, have been taken into consideration when analysing and interpreting the material to be able to answer the study’s research questions.
4.3.1 Source and main point of the article
The following subsection explain the selection process of the sources that took place before the analysis of said sources could be done.
A look at the list of sources used in the article, knowing where the author had gotten their information from, can tell whether the author has been looking at something new, taken a new look on something old or combining old and new to add to an already existing discussion on the subject (Graham, 2012, p. 4). The point of view of the article can be shown by
appraising the list of references. The main point of the article can be stated in clarity in the beginning of the article text by the author themself. Other times the main point can be stated
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in vague terms that demand a closer inspection of the article text to distinguish it (Graham, 2012, p. 5).
4.3.2 Interpreting the material
In the interpretation of the material a meaning was sought in the articles and texts that would help and allow the research questions to be responded. For example, an article spoke of the high costs related to possibly using authentic assessment in nationwide tests in America (Popham, 1993, p. 472-473). Another article spoke of how in-expensive different models of assessments could be (Sahyoni & Zaim, 2017, p. 20-24). The difference in the economic views of authentic assessment between the two articles had to be clarified and explained. A matter of perspective and scale were the cause for the difference between the two authors. In Popham’s article the high cost was in reference to the salary that would have to be distributed to the experts trained in using authentic assessment when assessing a nationwide worth of student tests (1993, p. 472-473). Meanwhile Sahyoni and Zaim talk about models of authentic assessment that can be done and executed in the classroom with no other material or
personnel cost (2017, p. 20-24). The interpretation that was made here was that authentic assessment is an inexpensive model of assessment for the general teacher and school on a local level. In regard to relevance the latter interpretation was of more value and significance to the study considering the research questions.
5. Results
The results section will address the research questions of the study. It will be done in the order of which they were presented under the aim description and given separate subsections. The first research question will be presented in several subsections. The second research question will be given two sub sections: one each for presenting the advantages and disadvantages respectively of using authentic assessment when assessing EFL students’ speaking skills in Swedish upper secondary school. For ease and overview, a brief summary of the research questions will be given. The focus will be on how authentic assessment could benefit the speaking skills of Swedish upper secondary EFL students, and on potential advantages and disadvantages with using authentic assessment when assessing upper secondary EFL students. Lastly, a practical example of an assignment using authentic assessment is given and analysed.
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5.1 Benefits of authentic assessment
The subsections will be presenting a couple of benefits of using authentic assessment when assessing EFL students’ speaking skills. They deal with speaking skills on a technical level, learning style level, interactional level, and grammar level respectively.
5.1.1 Accuracy and fluency
Authentic assessment could benefit EFL students’ speaking skills in accuracy and fluency (Sahyoni & Zaim, 2017). As previously mentioned, accuracy deals with vocabulary, grammar, pronunciation, stress and intonation and the ability to produce correct sentence structures while fluency deals with the meaning and spontaneity use of the language and the ability to produce sentences fluently and smoothly.
5.1.2 Learning style diversity
Authentic assessment accommodate for learning style diversity (Wiggins, 1989, p. 712). Traditional testing assess the student’s assignments and tests using the same tool, for example summative assessment. Authentic assessment can potentially engage all students and produce a variety of projects (depending on the type of model of authentic assessment used) and results which enable the students to use a higher order of thinking skills. A student’s strength is shown in their learning style. By allowing students to use different learning styles they become aware of their own strengths and how they can use them to their own learning experience benefit (DeCastro-Ambrosetti, & Cho, 2005, p. 59). The benefit of allowing for learning style diversity is also mentioned by Collins: “Assignments that have multiple ways of meeting the requirements so all students can display their talents and students with different learning styles can experience success” (1994, p. 111)
5.1.3 Conversational skills
Hood Frazier with a group of colleagues devised an oral group discussion activity and scoring rubric that uses authentic assessment as an instrument. The purpose of the activity was to use content specific discussions to “develop cooperative conversational skills which could then be utilized in a variety of different contexts” (Hood Frazier, 1997, p. 38). Some of the
cooperative conversational skills that the students were assessed on were making conclusions, analogies, involving others in the discussion, affirming other students’ viewpoints, and
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making articulate deliveries. An oral activity like this one can provide benefits to EFL students’ speaking skills in their cooperative conversational skills.
5.1.4 Grammar use for communicative competency
A difficulty that EFL students encounter is that they can often talk about grammar rules, yet they cannot make use of that knowledge when trying to communicate “for real
communicative purposes” (Herrington et al., 2017, p. 261). Herrington et al. (2017) write about the difference in form-focused methods: acquiring knowledge about the language itself in what it is: know what (Brown et al., 1989) and meaning-focused methods: being able to use the knowledge gained about the language: know how (Bowles, 2011). Harmer (2007) mean that form-focused methods “stops students from getting the kind of natural input that will help them acquire language because it fails to give them opportunities to activate their language knowledge”. Authentic assessment by design with its form and method, that it be placed in real-life events and use authentic materials, can enable EFL students to use their knowledge of the language in the know how manner and develop their grammar speaking skill.
5.2 Advantages and disadvantages of authentic assessment
Some advantages of authentic assessment have been fleetingly mentioned in the previous sections where the benefits of different models of authentic assessment were shown. Before progressing any further, it is important to point out that there will be references made to two types of advantages and disadvantages: skill (dis)advantage and materialistic (dis)advantage. Both matter in the teaching profession where the skill (dis)advantage is relevant to the curriculum and the speaking skills students are expected to develop and the materialistic (dis)advantage is related to mainly the teacher’s preparation time and the material economy state of a school in general. One might argue that the first, skill (dis)advantage, is of singular importance. Nevertheless, the second, materialistic (dis)advantage, has importance in that it can aid or prevent the authentic assessment from being executed in a successful manner. In what manner will be explained in the following sections.
5.2.1 Advantages of authentic assessment
The advantages of authentic assessment can be found in both speaking skill development and materialistic possibilities. As for speaking skills, for the students the advantages can be found in the development of various skills that can mainly be summarised into the two categories
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accuracy and fluency. As previously mentioned, these include the speaking skills for:
vocabulary, grammar, pronunciation, stress and intonation with the ability to produce correct sentence structures as well as the meaning and spontaneity use of the language and the ability to produce sentences fluently and smoothly (Sahyoni & Zaim, 2017).
Authentic assessment is an assessment that is based on active learning, it helps the students develop essential skills such as critical thinking (Malmir & Shoorchech, 2012), thinking process, logical thinking, and communication and interaction being at the core of it (Sahyoni & Zaim, 2017). It also combine cognitive objectives with attitudes and social skills (Burley & Price, 2003). Authentic materials written for real-world use “are claimed to give students opportunities to develop strategies for understanding language as it is actually used” (Malmir & Shoorchech, 2012, p. 608). The process of learning speaking involve learning and
developing subtle and detailed knowledge about when to communicate (why, how and when) along with complex skills for interaction production and management (which include asking a question or how to obtain a turn in a conversation) (Malmir & Shoorchech, 2012).
Authentic assessment activities also boost EFL students’ self-confidence in speaking the language (Sahyoni & Zaim, 2017).
Some skill advantages of authentic assessment are that it creates a connection between the school environment and community outside of that school environment, and in the process advancing the teaching quality, (Tanner, 2001) through the models, methods and material used. Materialistic advantages are, for example, that materials used for authentic assessment are often inexpensive and easy to access (Sahyoni & Zaim, 2017) making it possible to use authentic assessment without relying on a school being able to afford the materials needed to perform the authentic assessment. Some models are also time-efficient and do not require a lot of time to prepare which save time overall and allow more time for the teacher to prepare a rubric for the authentic assessment activity.
5.2.2 Disadvantages of authentic assessment
Disadvantages related to materials are that it can be time-consuming to find authentic material. Factors would be that it requires the teacher to have knowledge of what makes material authentic (Valencia & Peters, 1991). This knowledge requirement become a skill disadvantage. The knowledge requirement come into play when it comes to planning the activity/task/assignment. Another skill disadvantage is knowing what factors to assess the
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students on, and hence which components should be assigned on the scoring rubric (Sahyoni & Zaim, 2017).
5.3 Example of authentic assessment in practice
In a Florida State University course for prospective science teachers the students were asked to do an activity (Collins, 1994, p. 111). The activity consisted of reading and sharing something that they learned from either a book on science or scholarly journal on teaching. There were two requirements as a whole given to the students which were that they were not allowed to write a paper and that the presentation could not take longer than five minutes (Collins, 1994, p. 111). Students were uncomfortable and unsure on how to proceed at first. Traditional schooling had not presented a similar activity or assignment previously and the students were accustomed to being told exactly what they needed to do and what was
required of them. The results were students giving presentations in various forms and shapes. A few examples were students who sang self-composed songs while playing the guitar, presented dioramas they had constructed and a role-play between a fictional teacher and student. The minimal instructions and requirements meant that students were at liberty to do whichever they desired as long as it was within the boundaries of those two requirements. The liberating (although intimidating for a few students) nature of the activity meant that the students could make use of their own strengths, talents, and knowledge. The activity design nurtured a diversity in learning styles.
6. Discussion
The following sections will be a discussion of the results as a whole. The study has attempted to define the term authentic assessment, define what makes material and talk authentic, and given examples of models for authentic assessment as well as a first-hand practical example of authentic assessment. The aim of the study is to answer whether how authentic assessment could benefit Swedish upper secondary EFL students’ speaking skills and what some
advantages and disadvantages of doing so is.
6.1 Authentic assessment and EFL students
Some benefits of authentic assessment have been looked at in this study. Using authentic assessment when assessing Swedish upper secondary EFL students’ speaking skills could bring benefits to: the students’ speech accuracy and fluency (Sahyoni & Zaim, 2017), students’ grammar use for communicative competency (Herrington et al., 2017, p. 261) and
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students’ cooperative conversational skill (Hood Frazier, 1997, p. 38). All these benefits have a direct impact on students’ speaking skills in a positive manner allowing for the students’ to further develop their speaking skills.
Beside these benefits that might have a high or less direct impact on the students’ speaking skills we also have the benefit of where authentic assessment allow for students’ diversity in learning styles (Wiggins, 1989, p. 712). By allowing the students to use their different learning styles they also become aware of their own strengths in their speaking skills (DeCastro-Ambrosetti & Cho, 2005, p. 59).
All of these benefits are based on the presumption that all authentic assessments is a success for every student. If such were the case, then this discussion would not exist. However, every activity or test does not always go as the teacher planned. Various variables can affect the outcome of an authentic assessment, such as knowledge (lack thereof), materialistic
conditions (the state of a classroom, for example) but also other variables not strictly teaching or school related such as a student’s mental health and possibly a traumatic background. The latter two are subjective to each individual student and it is impossible to account for every possible variable that might appear during an authentic assessment activity. A teacher perhaps should instead strive for a mindset, in cohesion with the nature of authentic assessment, where the teacher is open and available for individualities of their students.
6.2 Some advantages of using authentic assessment
There are some advantages of using authentic assessment when assessing EFL students’ speaking skills. These advantages can be divided into skill and materialistic advantages, respectively. Authentic assessment is based on active learning and helps students develop essential skills such as critical thinking (Malmir & Shoorchech, 2012), logical thinking, communication, and interaction (Sahyoni & Zaim, 2017). Authentic assessment combine cognitive objectives with attitudes and social skills (Burley & Price, 2003). Authentic assessment help students understand how language is actually used through authentic materials and interactional speaking skills (Malmir & Shoorchech, 2012).
Authentic assessment is an inexpensive method when used on a local school level and authentic materials can be conveniently found on platforms such as the internet. Depending on the model of authentic assessment used it can also be time efficient.
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Reviewing the advantages of authentic assessment indicate that the advantages of using authentic assessment when assessing Swedish EFL students’ speaking skills are a few of valuable note. These benefits also correspond to the goals stated under the aim description of the English language teaching curricula (further on this matter in 6.4).
6.3 Some disadvantages of using authentic assessment
There were no direct skill disadvantages found in the gathered material of using authentic assessment when assessing EFL student’s speaking skills. However, one skill disadvantage could possibly have a disadvantageous effect on the outcome of using authentic assessment when assessing Swedish EFL students’ speaking skills.
The notable skill disadvantage had to do with teacher competency and knowledge in
performing an authentic assessment. It showed that without a proper knowledge background it could possibly prove hard for a teacher to find authentic material, plan the assignment and know what parameters to assess the students’ speaking skills on. Hence it would seem that to be able to properly and successfully use authentic assessment when assessing EFL students’ speaking skills that the teachers would need basic training in aforementioned areas in using authentic assessment. As such, that would mean knowledge in what authentic assessment is, what makes material authentic (Valencia and Peters, 1991) and selecting authentic material appropriate for the teacher’s group of students (Harmer, 2015) as well as different authentic assessment models (Sahyoni and Zaim, 2017) that could be used for assessing specific speaking skills. Not to mention how to construct a suitable rubric for each teaching occasion (Brown, 2004). A lack in knowledge in these areas could act as a deterrent for a teacher attempting authentic assessment. Naturally, a teacher will feel safer using a method that they are knowledgeable about and comfortable with using. The goal here then would be to arm the teacher with the required knowledge to feel more comfortable in attempting and using
authentic assessment.
Materialistic disadvantages of authentic assessment is that finding authentic material can be time-consuming. It can also be difficult in that material can be of lesser or greater degree authentic. Most readily available material are planned or scripted in some manner, very much so when it comes to recorded speech of native English speakers (Montgomery, 2001). Rather than finding complete authentic material, it would seem that the goal is to find material that is as authentic as it can possibly be. A dilemma that would surely pose as an issue for Swedish
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teachers in a country where most recorded English is from mediums such as movies, TV and perhaps podcasts, all mostly scripted.
6.4 Revisiting the English subject curriculum
Looking at the aim descriptions of the English subject (given in 2.7) could authentic
assessment be a viable option when assessing EFL students’ speaking skills in Swedish upper secondary school? In section 2.2 the focus points of authentic assessment are analysis,
integration, creativity and written and oral expression (Burley and Price, 2003). Authentic assessment can offer assessment methods that can give the Swedish students meaningful context-based discussions based in subjects taken from real-life which would cover the curriculum aim of using “English in different situations and for different purposes”. The use of authentic material from different contexts can respond to the third point as well as the fifth one: “The ability to use different language strategies in different contexts” and “the ability to discuss and reflect on living conditions, social issues and cultural features in different
contexts and parts of the world where English is used” respectively (Skolverket, 2020, p. 2). The authentic assessment model role play could allow the Swedish students opportunities to adapt their language to the purpose, recipient and situation presented to them. In some manner or length, depending on the planning of and model used, authentic assessment can respond to the English curricula subject aims in the way that authentic assessment can be done in a manner of ways (2.6) using authentic material. In fact, the five-step guideline of choosing appropriate authentic material (Valencia & Peters, 1991) can correspond to the English subject curricula aim goals (see appendix 1).
6.5 Advocates of authentic assessment
One of the common arguments for advocates of authentic assessment is that more common and conventional measurement practices, such as standardized testing, places too much emphasis on “passing a test rather than learning what one must know in order to adjust to the community beyond the school” (Tanner, 2001, p.25). Rather than preferring one method over the other, it should perhaps be a matter of using different methods in a way so that they complete each other in a sense. Different occasions calls for different types of assessment. Authentic assessment has its’ advantages and disadvantages with many other forms of assessment. Formative assessment for example works really well when the teacher and student are communicating well with each other and it helps the student’s learning process (Harmer, 2015). Formative assessment can also be time-consuming. It requires more time and
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effort from a teacher to write formative assessments to a whole class than just writing down a simple grade in the top corner. Summative assessment in that regard can be considered to be less time-consuming. Standardized testing for example is a form of summative assessment that can also be a more in-expensive option of assessment testing (Popham, 1993, p. 472-473). Tanner writes that:
The traditional assessment format of employing selected response items makes it possible to evaluate student’s grasp of a great deal of material. It allows one to “skim” a content area and although critics malign such assessment, its value is directly proportionate to the breadth of the content area one must examine (2001, p. 29). Although when the occasion demands a more in-depth “probe”, authentic assessment is a method that fits this purpose very well, and “importantly, it offers it in a context that has value beyond the classroom” (Tanner, 2001, p. 29).
All types of assessment have their value in the right context. Which assessment to use should perhaps be based on the subject area, which speaking skill is to be evaluated and the
context/situation itself. Which in the end puts the major responsibility on the teacher to be able to make these judgements and be knowledgeable of these methods of assessment.
6.6 Practical authentic assessment using the English curriculum
Collin’s (1994) example of the prospective science teachers shows benefits of using authentic assessment. An activity/assignment, despite having few requirements, can fulfil the aim goals in the English subject curriculum. If one were to consider all of the students’ presentations, then they were able to fulfil all of the goals of the aim in some manner or degree. They were able to understand spoken and written English and interpret the content (reading and
interpreting the science book and scholarly journal). They were able to express themselves (playing the guitar while playing a self-composed song) and communicate in English in speech (roleplaying) and writing (the composed song). They were able to use different language strategies in different contexts (showing their thought process by presenting a diorama). They were able to adapt their language to different purposes (composing a song, writing a roleplay), recipients (other students/peers and teachers) and situations (students’ presenting their thoughts in their preferred way). They were able to discuss and reflect on living conditions, social issues and cultural features in different contexts and parts of the world where English is used (a group wide discussion after the presentations on whether how to decide who passed the assignment).
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Could something similar be performed in a Swedish upper secondary classroom? The possibilities are there however there are a few aspects to consider. The assignment can fulfil the aim goals in the English subject curriculum, however not all the students' presentations fulfilled the same goals. Since every presentation was different from the other and exhibited different aspects of speaking skills there was a lack of cohesion. Organising which speaking skill a student has been assessed on and which speaking skill another student has yet to demonstrate would not be practical for a teacher. Hence, for every assignment there needs to be specific speaking skills that the assignment is meant to assess, a rubric (Brown, 2004).
6.7 Analysis of method
In the study secondary evidence was predominantly used. Secondary sources give the opportunity to use a lot of information and data that has already been gathered by other researchers. It is quick and easy in that aspect. However, the difficulty lies in that the information does not always fully suit the purpose of the study. It can be tiresome and time-demanding work to assemble all the relevant information. In primary research, for example an interview, questions can be asked, and further directions given to steer the respondents into specific areas of knowledge. Conducting primary research however demands time for preparatory work, performing interviews or surveys and later transcribing and compiling the data.
Another aspect of using secondary sources meant that the information found could not be taken at face value, it needed to be analysed and evaluated (Graham, 2012). This demanded a critical viewpoint of the information given in the texts and deducing the intent and purpose of the text.
Whether using secondary sources was the best method for this study can be discussed. However, considering the wide spectrum of information needed in explaining the specifics, such as definitions, practicalities, benefits and (dis)advantages of authentic assessment meant that primary research would not be a sufficient or practical method in achieving the aim of the study. Secondary sources meant that a wider and deeper range of information could be accessed from the comfort of your own home. This decision was further strengthened by the current situation in the world following the outbreak of the Covid-19 virus where Swedish universities were ordered by the government to practice distance learning.
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It was not anticipated having to distinguish between possible advantages and disadvantages into what later came to be called skill and materialistic (dis)advantages. However, there seemed to be a need for this since authors that talked about these issues either tended to write mostly about the skill-based speaking skills or the practical and materialistic side of the matter. Considerations were made in respect of possibly disregarding the materialistic (dis)advantages but then deemed the fact that those issues raised are issues that teachers experience on a daily basis and that, yes, these things could affect a teacher in the decisions they make.
6.8 Future research
In the future it could be of interest to conduct primary research of the use of authentic assessment and models in Swedish upper secondary school. Such a project, depending on degree of scale and group number of students/teachers could be interesting. However, a research project such as that would demand a lot of time for both planning, implementation, analysis, and evaluation. Furthermore, to be able to do this in a Swedish upper secondary school one would need to educate the participating teachers on what authentic assessment entails, on what appropriate authentic material is and on how you can successfully use it to reach a desired outcome. In this case, a desired scenario outcome would be to give the students opportunities to exercise and display their speaking skills.
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7. List of references:
Allen, J. P., Frey, B. B., & Schmitt, V. L. (2012). Defining Authentic Classroom Assessment.
Practical Assessment, research & Evaluation, 17(2), 18.
https://pareonline.net/pdf/v17n2.pdf
Archibald, D. & Newmann, F. (1988). Beyond standardized testing: Assessing authentic
academic achievement in the secondary school. Washington, DC: Office of
Educational Research and Improvement.
https://files.eric.ed.gov/fulltext/ED301587.pdf
Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge. Studies in
Second Language Acquisition, 33(2), 247-271. https://www.jstor.org/stable/44486003 Brown, D. (2004). Language assessment principles and classroom practices (second edition).
New York: Pearson Education, Inc.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), 32-42. https://www.jstor.org/stable/1176008 Burley, H., & Price, M. (2003). What Works with Authentic Assessment. Educational
Horizons, 81(4), 193-196. https://www.jstor.org/stable/42925464
Collins, A. (1994). An Experience in Authentic Assessment. Journal of Science Teacher
Education, 5(4), 111-112. www.jstor.org/stable/43156005
DeCastro-Ambrosetti, D., & Cho, G. (2005). Synergism in Learning: A Critical Reflection of Authentic Assessment. The High School Journal, 89(1), 57-62.
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Graham, A. (2012). A Guide to Reading and Analyzing Academic Articles. N.p, 1-11. https://liubovborisova.com/images/UUacadenWriting/ArticleAnalysisReadingGuide.p
df
Harmer, J. (2007). How to teach English. Selangor, Malaysia: Pearson Education Limited.
Harmer, J. (2015). The practice of English Language teaching. Harlow: Pearson Education Limited.
Herrington, J., Osam, U. V. & Ozverir, I. (2017). Investigating the Effects of Authentic Activities on Foreign Language Learning: A Design-based Research Approach.
Journal of Educational Technology & Society, 20(4), 261-274.
https://www.jstor.org/stable/26229222
Hood Frazier, C. (1997). The Development of an Authentic Assessment Instrument: The Scored Discussion. The English Journal, 86(1), 37-40.
https://www.jstor.org/stable/820778
Lundahl, B. (2009). Engelsk språkdidaktik – Texter, kommunikation, språkutveckling. Lund: Studentlitteratur.
Långström, S. & Viklund, U. (2010). Metoder – undervisning och framträdande. Lund: Studentlitteratur.
Malmir, A., & Shoorcheh, S. (2012). An Investigation of the Impact of Teaching Critical Thinking on the Iranian EFL Learners’ Speaking Skill. Journal of Language and
Research, 3(4), 608-617.
http://www.academypublication.com/issues/past/jltr/vol03/04/jltr0304.pdf#page=18
Montgomery, M. (2001). Defining 'authentic talk'. Discourse Studies, 3(4), 397-405. https://www.jstor.org/stable/24047524
Popham, W. (1993). Circumventing the High Costs of Authentic Assessment. The Phi Delta
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Sahyoni, S. & Zaim, M. (2017). Authentic Assessment of Speaking skill for Grade I Junior High School. Komposisi,18(1), 15-26).
http://ejournal.unp.ac.id/index.php/komposisi/article/view/6509
Skolverket. (2011). Kunskapsbedömning i skolan – praxis, begrepp, problem och
möjligheter. Elanders Sverige AB https://www.skolverket.se/getFile?file=2660
Skolverket. (2020). English for Upper Secondary School.
https://www.skolverket.se/download/18.4fc05a3f164131a74181056/1535372297288/ English-swedish-school.pdf
Tanner, D. (2001). Authentic Assessment: A Solution, or Part of the Problem? The High
School Journal, 85(1), 24-29. https://www.jstor.org/stable/40364377
Valencia, S., & Peters, C. (1991). Assessment: You Can't Have Authentic Assessment without Authentic Content. The Reading Teacher, 44(8), 590-591.
www.jstor.org/stable/20200740
Wiggins, G. (1989). A True Test: Toward More Authentic and Equitable Assessment. The
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8. Appendix 1
Five-step guideline to choosing appropriate authentic material
(Corresponding curriculum goals from English in Swedish upper secondary school are stated under each step except for step two that specifically states that the materials should be consistent with the subject area curriculum)
(Valencia & Peters, 1991, p. 590-591) (Skolverket, 2020)
1. Material should reflect important themes and ideas.
- Ability to use different language strategies in different contexts. (3)
- Ability to discuss and reflect of living conditions, social issues and cultural features in different contexts and parts of the world where English is used. (5)
2. Materials should be consistent with the goals of the subject area
curriculum.
-
3. Material should be rooted in real-world experiences and have
application to the world both inside and outside school.
- Understanding of spoken and written English, and also the ability to interpret content. (1) - Ability to use different language strategies in different contexts. (3)
- The ability to adapt language to different purposes, recipients and situations. (4) - Ability to discuss and reflect of living conditions, social issues and cultural features in different contexts and parts of the world where English is used. (5)
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4. Materials should be sensitive to the developmental progression of
students.
- Understanding of spoken and written English, and also the ability to interpret content. (1) - Ability to express oneself and communicate in English in speech and writing. (2)
- The ability to adapt language to different purposes, recipients and situations. (4)
5. Materials should allow students to engage in higher order thinking.
- Ability to express oneself and communicate in English in speech and writing. (2) - The ability to adapt language to different purposes, recipients and situations. (4) - Ability to discuss and reflect of living conditions, social issues and cultural features in different contexts and parts of the world where English is used. (5)
