Authentic Assessment in Vocational High School: Teachers’ Perspectives, Practice and Challenges
Abstract
This study explores how English teachers at vocational high schools understand and apply authentic assessment within the Kurikulum Merdeka framework. Using a descriptive qualitative approach, Data were analyzed using thematic analysis by identifying key patterns from semi-structured interviews with two teachers, then triangulated through passive classroom observations to validate and enrich the findings. The findings show that both teachers have a good understanding of authentic assessment and are able to apply it through meaningful and relevant learning activities. They use methods such as projects, presentations, and practical tasks that reflect real-world skills. However, the study also found several challenges, including limited facilities, low student motivation, and time management difficulties due to large class sizes. These factors make it harder to implement authentic assessment effectively. Despite these obstacles, both teachers showed strong enthusiasm for using authentic assessment and highlighted the need for more training and support from the school. The study concludes that while authentic assessment is very relevant for vocational English education, its success depends on adequate resources, supportive policies, and continuous professional development.
Downloads
References
Ahdiyanti, I., & Waluyati, I. (2021). Perilaku keberagaman dan fenomena media sosial tik-tok pada generasi z. Sosioreligius Jurnal Ilmiah Sosiologi Agama. 6(2), 74. https://doi.org/10.24252/sosioreligius.v6i2.27617
Ahmad, M. F., Sobri, S. A., Abdullah, N., Kamarudin, N., Mohamed, M., Hermawan, A., Boon, J. G., Ismail, W., & Norizan, M. N. (2021). Failure mode and effects analysis (FMEA) of furniture production: A case study in Kelantan state, Malaysia. AIP Conference Proceedings, 2339, 20025. https://doi.org/10.1063/5.0044245
Arhin, D., Yanney, E. G., Kwakye, K., Abaidoo, A., & Opoku, W. B. (2021). Teachers perceptions and practices of authentic (Performance-Based) assessment at the basic school level in Ghana International Journal of Advanced Research, 9(4), 617. https://doi.org/10.21474/ijar01/12739
Asante, G. (2023). Knowledge and Practices of Authentic Assessment in Junior High Schools. OALib, 10(5), 1. https://doi.org/10.4236/oalib.1110123
Atmarizon, D., Efendi, N., & Franchisca, S. (2020). Implementing Authentic Assessment in the 2013 Curriculum by English Teachers of Modern Boarding High School. JURNAL IQRA, 5(1), 26. https://doi.org/10.25217/ji.v5i1.617
Ayubi, S. A., Erlina, D., & Desvitasari, D. (2021). English Teachers’ Perception on the Use of Authentic Assessment in EFL Classroom at MA Al-Fatah Palembang. Jadila Journal of Development and Innovation in Language and Literature Education, 2(1), 73. https://doi.org/10.52690/jadila.v2i1.185
Aziz, M. N. A., Yusoff, N. M., & Yaakob, M. F. M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education (IJERE), 9(3), 759. https://doi.org/10.11591/ijere.v9i3.20546
Chen, W. (2022). An Analysis of the Effects of the English Language and Literature on Students’ Language Ability from a Multidimensional Environment. Journal of Environmental and Public Health, 2022(1). https://doi.org/10.1155/2022/3225096
Churiyah, M., Basuki, A., Dharma, B. A., Filianti, F., & Sakdiyyah, D. A. (2022). Canva for Education as a Learning Tool for Center of Excellence Vocational School (SMK Pusat Keunggulan) Program to Prepare Competitive Graduates in the Field of Creative Skills in the Digital Age. International Journal of Community Service & Engagement, 3(1), 34. https://doi.org/10.47747/ijcse.v3i1.573
Dahal, N., Neupane, B. P., Pant, B. P., Dhakal, R. K., Giri, D., Ghimire, P. R., & Bhandari, L. (2024). Participant selection procedures in qualitative research: experiences and some points for consideration. Frontiers in Research Metrics and Analytics, 9. https://doi.org/10.3389/frma.2024.1512747
Firamadhina, F. I. R., & Krisnani, H. (2021). Perilaku generasi z terhadap penggunaaan media sosial tiktok. TikTok Sebagai Media Edukasi dan Aktivisme. Share Social Work Journal, 10(2), 199. https://doi.org/10.24198/share.v10i2.31443
Firdianis, E., Ambiyar, A., Wakhinuddin, W., Ardiyansyah, M., & Jamilah, Y. (2020). Practicality of Authentic Instruments Computer Competency Assessment for Students of Vocational High School. International Journal of Educational Dynamics, 2(1), 9. https://doi.org/10.24036/ijeds.v2i1.228
Gallardo-Fuentes, F., Carter-Thuillier, B., Peña-Troncoso, S., Norambuena, S. P., & Gallardo-Fuentes, J. (2025). Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts. Education Sciences, 15(4), 459. https://doi.org/10.3390/educsci15040459
Helmy, A., Fairman, B., & Voak, A. (2021). Managing the Challenges of Vocational Education and Training in Indonesia-The Mire of Uncertainty! Journal of Education and Practice. https://doi.org/10.7176/jep/12-33-03
Hossain, Md. I., Mehedi, N., & Ahmad, I. (2022). Designing a Research Proposal in Qualitative Research (p. 263). https://doi.org/10.1007/978-981-19-5441-2_18
Hu, J., & Ying, L. (2023). The Scientific Basis of Authentic Assessment and Its Implementation in English as a Foreign Language Education. SHS Web of Conferences, 174, 1023. https://doi.org/10.1051/shsconf/202317401023
Huang, R., & Jiang, L. (2020). Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies, 47(6), 633. https://doi.org/10.1080/03055698.2020.1719387
Inayah, N., Komariah, E., & Nasir, A. (2019). The practice of authentic assessment in an EFL speaking classroom. Studies in English Language and Education, 6(1), 152–162. https://doi.org/10.24815/siele.v6i1.13069
Latif, M. W., & Wasim, A. (2022). Teacher beliefs, personal theories and conceptions of assessment literacy—a tertiary EFL perspective. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00158-5
Lippmann, M. (2021). Inquiry-Based Learning in Psychology. In Springer international handbooks of education (p. 1). Springer Nature (Netherlands). https://doi.org/10.1007/978-3-030-26248-8_59-2
Luisen, J. L. M., & Deloy, E. D. A. (2022). Lived Experiences of Untrained Public Elementary School Teachers on the Implementation of Multi-Factored Assessment Tool (MFAT) in Teaching Learners: A Qualitative Inquiry. International Journal of Research Publications, 109(1). https://doi.org/10.47119/ijrp1001091920223924
Mariappan, V. A. P., & Osman, K. (2023). A Systematic Literature Review of Authentic Assessment in K-12 ESL/EFL Education. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5). https://doi.org/10.47405/mjssh.v8i5.2303
Mohajer, S., Tang, L. Y., Chong, M. C., Danaee, M., Mazlum, S. R., & Bagheri, N. (2023). The effect of professional portfolio learning on nursing students’ professional self-concepts in geriatric adult internship: a- quasi-experimental study. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04097-4
Mursyida, I. T., Faridi, A., & Suwandi, S. (2020). English Teachers’ Perception and Implementation of Authentic Assessment for Speaking Based on 2013 Curriculum. English Education Journal, 10(3), 273. https://doi.org/10.15294/eej.v10i1.36365
Nguyen, T., & Phan, H. M. (2020). Authentic assessment: a real life approach to writing skill development. International Journal of Applied Research in Social Sciences, 2(1), 20. https://doi.org/10.51594/ijarss.v2i1.97
Nugraha, D., Anjara, F., & Faizah, S. (2022). Comparison of Web Based and PWA in Online Learning. Atlantis Highlights in Engineering. https://doi.org/10.2991/ahe.k.220205.035
Nurhayati, S., & Herman, T. (2020). Student perspective on fairness of assessment in mathematics classroom. Journal of Physics Conference Series, 1469(1), 12155. https://doi.org/10.1088/1742-6596/1469/1/012155
Pamela, K., Refnaldi, & Zaim, M. (2020). Teachers’ Needs for Authentic Assessment to Assess Writing Skill at Grade X of Senior High Schools in Tanah Datar. https://doi.org/10.2991/assehr.k.200819.005
Prasetyo, R. H., Asbari, M., & Putri, S. A. (2024). Mendidik Generasi Z: Tantangan dan Strategi di Era Digital.
Putri, N. M. A. A., Santosa, R., & Rochsantiningsih, D. (2021). Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback. IJET (Indonesian Journal of English Teaching), 10(1), 99–111. https://doi.org/10.15642/ijet2.2021.10.1.99-111
Ridwan, R., Octaviani, R., Suyadi, S., & Rianto, A. (2023). The Implementation of Authentic Assessment and the Problems Faced by the English Teacher at the Seventh Grade of SMPN 1 Tarakan. Advances in Social Science, Education and Humanities Research, 285. https://doi.org/10.2991/978-2-38476-078-7_29
Salma, N., & Prastikawati, E. F. (2021). Performance-based assessment in the English learning process: washback and barriers. Getsempena English Education Journal, 8(1), 164. https://doi.org/10.46244/geej.v8i1.1305
Saputra, E. R., Hamied, F. A., & Suherdi, D. (2019). A case of authentic assessment in Indonesian secondary EFL classroom context: Teachers’ struggle. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 254. https://doi.org/10.2991/conaplin-18.2019.254
Seyfi, S., Sharifi-Tehrani, M., Hall, C. M., & Vo‐Thanh, T. (2023). Exploring the drivers of Gen Z tourists’ buycott behaviour: a lifestyle politics perspective. Journal of Sustainable Tourism, 1. https://doi.org/10.1080/09669582.2023.2166517
Sokhanvar, Z., صالحی, ک., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies In Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030
Subarna, M. T. N., Masud, N. A., Mensah, J. K., San, S. S. S., Hasan, M., & Tania, J. S. (2022). Teaching Strategies for Students with Disabilities in Regular Classes. Creative Education, 13(6), 1843. https://doi.org/10.4236/ce.2022.136116
Suwartono, T., Zulehah, R. A., & Morayo, D. E. (2024). EFL teacher voices of authentic assessment in the current curriculum in Indonesia. MEXTESOL Journal, 48(4), Article 12. https://doi.org/10.61871/mj.v48n4-12
Syaifuddin, M. (2020). Implementation of Authentic Assessment on Mathematics Teaching: Study on Junior High School Teachers. European Journal of Educational Research, 1491. https://doi.org/10.12973/eu-jer.9.4.1491
Wang, L., & Li, W. (2024). The Impact of AI Usage on University Students’ Willingness for Autonomous Learning. Behavioral Sciences, 14(10), 956. https://doi.org/10.3390/bs14100956
Widiati, U., & Hayati, N. (2015). The implementation of authentic assessment in EFL speaking classroom. Jurnal Pendidikan Bahasa dan Sastra, 15(1), 55–66. Retrieved from https://journal.um.ac.id/index.php/jpbs/article/view/4571
Xu, W., & Zammit, K. (2020). Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920918810
Yuzar, E. (2020). Incorporating Communicative Competence in Assessment and English Language Teaching in Multilingual Settings. REiLA Journal of Research and Innovation in Language, 2(1), 8. https://doi.org/10.31849/reila.v2i1.3864
Copyright (c) 2025 Farida Nur Fatinah, Mauly Halwat Hikmat, Koesoemo Ratih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
2.png)
.png)
