Fadia Holisah
181102010987
Applying the right form of assessment is an effective way to improve student
learning. In the assessment process there is what is called an authentic assessment.
Authentic assessment is a form of assessment in which students are asked to
perform real-world tasks that demonstrate meaningful application of important
knowledge and skills. The purpose of this study was to determine the washback
effect resulting from the application of authentic assessment in the content-based
classroom. Data was collected through documentation analysis and interviews.
Documentation analysis of twenty student writings in the form of journal diaries for
ten meetings. Interviews were done to six students of English Education in one
universities in Bogor, West Java, using a random sampling technique. This study
found that there were positive and negative washback from the application of
authentic assessment. The positive washback generated is authentic assessment
encourage learning, effective feedback establishes learning, and as an effective
interaction between teachers and students, so that these things support learning and
produce positive washback. For the negative washback resulted in this study, there
are two factors, namely internal factors and external factors. The resulting negative
washback can be minimized by increasing student motivation and self-efficacy, as
well as equal feedback from a lecturer for each student.
Keywords: authentic assessment, content-based classroom, and washback effect.