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All Journal Jurnal Bahasa, Sastra, dan Budaya Jurnal Inovasi Irfani Jurnal Pendidikan Usia Dini Proceeding of International Conference on Teacher Training and Education Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Jambura Journal of English Teaching and Literature Ideas: Jurnal Pendidikan, Sosial dan Budaya International Journal of Humanities and Innovation (IJHI) INVENTION: Journal Research and Education Studies Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Research Review: Jurnal Ilmiah Multidisiplin Journal of English Teaching and Linguistic Issues (JETLI) Madani: Multidisciplinary Scientific Journal Socius: Social Sciences Research Journal
Rasuna Talib
Universitas Negeri Gorontalo
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Assessment in the English Curriculum at Islamic Higher Education: Policy, Instruments, and Pedagogical Realities Habibie, Alvons; Talib, Rasuna
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7356

Abstract

This study aims to analyze how English lecturers at the Department of English Education (Tadris Bahasa Inggris), IAIN Sultan Amai Gorontalo interpret and implement authentic assessment in the context of language learning, and to identify the challenges encountered in its application. Employing a qualitative descriptive approach with an interpretive strategy, data were obtained through in-depth interviews, classroom observations, and document analysis. The findings reveal that lecturers' understanding of authentic assessment remains varied, influenced by teaching experience, pedagogical literacy, and the absence of complete institutional guidelines. Assessment practices in the classroom have shown efforts toward process-based approaches through revision and reflection activities, yet they remain dominated by conventional product-oriented evaluation. The main obstacles identified include lecturers' workload, lack of assessment training, and limited institutional support. This study underscores the importance of policy alignment between curriculum policy and field practice, including the provision of training, shared rubrics, and assessment moderation systems. Conceptually, these findings extend understanding of authentic assessment in Islamic higher education, demonstrating that its success is determined not only by technical assessment design, but also by shifts in pedagogical paradigms and institutional culture that support reflective and contextual learning.
Co-Authors Alaydrus, Siti Hadija Bouti, Suleman Dama, Dewi Dondo, Dondi Fachry Abda El Rahman Fahria Malabar Habibie, Alvons Hanswaty Noho Haris Danial Hasan, Pratiwi Anjar Sari Hassanudin Fatsah Helena Badu Herlina Usman Ibmasiah Wardatun Islamiyah Kasim, Nadia Pratiwi Luneto, Sri Puput Magvirah El Walidayni Kau Mokodompit, Fadlan Moon Hidayati Otoluwa Nur Inda Astuti Mabing Nurlaila Husain Rahman Taufiqrianto Dako Rahmawaty Mamu Rosalin Tanaiyo Safar, Mohamad Bahrul Ulum Samsudin R. Ishak Sayama Malabar Sri Agriyanti Mestari Sri Rumiyatiningsih Luwiti Sri Widyarti Ali Taha, Nasim Tahir, Nur'ain Tiwi Aprilia Samwan Usman Pakaya Yusda Humola, Yusda