The Implementation of Authentic Assessment in Speaking Class based on MBKM Curriculum at the UMKABA University

Abstract

The research investigates the implementation of authentic assessment in speaking learning within the independent curriculum framework at UMKABA. It highlights the appropriateness and coordination of applying authentic assessment, emphasizing its alignment with the cognitive, affective, and psychomotor domains of learning. The study underscores authentic assessment as a paradigm shift in learning evaluation, focusing on holistic skill and character development in line with the MBKM curriculum's goals. Key components of effective authentic assessment preparation, such as rubric creation and alignment with learning outcomes, are discussed. Challenges faced by lecturers in preparing clear and objective assessment criteria are acknowledged, yet the benefits of authentic assessment in fostering 21st-century skills are emphasized. The study concludes that authentic assessment under the Merdeka Curriculum offers a more comprehensive evaluation approach, encompassing not only knowledge but also skills and attitudes, thus providing students with diverse opportunities to showcase their abilities. Keywords: authentic assessment, speaking, MBKM Curriculum