Implementation and Effectiveness of Authentic Assessment in English Instruction Among High School Students in Tanjay City
Keywords:
Authentic assessment, English instruction, performance-based assessment, assessment effectiveness, high school studentsAbstract
Authentic assessment has become an essential approach in English instruction as it promotes real-world communication, critical thinking, and meaningful learning experiences. This study aimed to determine the extent of implementation and effectiveness of authentic assessment in English instruction among high school students in Tanjay City. Specifically, it examined the implementation of authentic assessment principles, compliance with assessment and grading standards, the perceived effectiveness of performance-based tasks, the use of English as a medium of instruction, and significant relationships and differences when grouped by students’ profile variables. The study employed a descriptive, comparative, and correlational research design using a researcher-made survey questionnaire. The instrument was validated by 15 experts with a Content Validity Ratio (CVR) of 0.91, with all items meeting the minimum CVR requirement of 0.49, and a Cronbach’s Alpha reliability coefficient of 0.91. The respondents were 352 students drawn from a population of 2,062 from eight high schools in the North District. Statistical tools used included frequency, percentage, weighted mean, mean ranks, standard deviation, Spearman’s rho, Kruskal-Wallis, and Mann-Whitney U Test. Participation and increased engagement in collaborative, cooperative, performance-based tasks were the strongest indicators. In contrast, assessment accuracy obtained the lowest mean from the respondents. The results also revealed a significant and very strong positive relationship between the implementation of authentic assessment and its effectiveness in English instruction. Significant differences were found only for sex, with male students perceiving authentic assessment more positively than female students. The study's findings establish that authentic assessment practices are both consistently implemented and highly effective in English instruction. Despite the overall positive findings, the lower ratings in real-life task application, assessment accuracy, and gender difference indicate the need for continuous improvement in real-life task design, assessment accuracy, and gender-responsive strategies to strengthen further authentic assessment practices that support the learning needs of all students.
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