Fidini Peparing Mauludi
181102010955
According to Permendikbud number 103 of 2014 that in 2013 curriculum must
apply 4C, which are communication, collaboration, critical thinking and problem
solving, and the last is creativity and innovation. Related to the learning process,
the assessment that is choosen for evaluating or measuring students’ achievement
in one of classes is important. So that, Performance-Based Assessment (PBA) is
able to be conducted in a classroom because it fits with the 4C. Focused on the
application of PBA in university level, the impact which students feel are needed
to be observed or shortly can be called as students’ mental well-being. The
methodology used in this research is qualitative study with phenomenological
approach. The participants of the study was from 20 EFL higher-education
students in Bogor. This study reveals that there are still some weaknesses
happened in the practice of PBA in EFL class of higher education level. Stress
and anxiety hold the most of problematic mental health when the process of
assessment. PBA that is not well-conducted provokes Interpersonal and Role
Demands As Academic Stress and PBA that is not well-executed triggers
Students’ Anxiety of English Speaking and Bad Performance. These are caused
by some problems: a.) lack of teachers’ feedback b.) bad self-efficacy of students
c.) ways of well-being (give) that is not good d.) principles of assessment
(reliability and practicality) that do not fit with the class situation. For lecturers of
EFL class who intend to conduct PBA, researchers hope that lectures can do
evaluation of this assessment.
Keywords: Performance-Based Assessment (PBA), Students’ Mental Well
Being, EFL Class.