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All Journal IBDA` : Jurnal Kajian Islam dan Budaya ELT Worldwide: Journal of English Language Teaching Prosiding Teknologi Pendidikan Ahmad Dahlan Journal of English Studies Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Register Journal Research and Innovation in Language Learning Edulangue Journal of Pragmatics Research JET (Journal of English Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture ACITYA Journal of Teaching & Education FOSTER: Journal of English Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Educational Management and Instruction (JEMIn) IBDA': Jurnal Kajian Islam dan Budaya JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Leksema: Jurnal Bahasa dan Sastra REGISTER JOURNAL ELT Forum: Journal of English Language Teaching
Arief Eko Priyo Atmojo
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : ACITYA Journal of Teaching

 1 
Facilitating Positive Washback through Authentic Assessment in EFL Assessment Arief Eko Priyo Atmojo
Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.525 KB) | DOI: 10.30650/ajte.v3i2.2219

Abstract

Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.
Co-Authors Arif Nugroho Atin Kurniawati Atin Kurniawati Atin Kurniawati Fajar Nurkhana Hanifah, Zahrotun Nuning Wahyu Astuti Tomy Kartika Putra