A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms

Authentic assessment is a variation of alternative assessment. It is a classroom assessment which comprises of teacher‟s observation, feedback as well as self and peer assessments. It can be used in student-centred teaching approaches namely project-based learning (PjBL). Although PjBL is recognised...

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Main Author:	Muhammad Noor, Abdul Aziz
Format:	Thesis
Language:	eng eng
Published:	2019
Subjects:	LB1025-1050.75 Teaching (Principles and practice)
Online Access:	https://etd.uum.edu.my/8116/1/s902015_01.pdf https://etd.uum.edu.my/8116/2/s902015_02.pdf
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id	my-uum-etd.8116
record_format	uketd_dc
institution	Universiti Utara Malaysia
collection	UUM ETD
language	eng eng
advisor	Mohd Yusoff, Nurahimah
topic	LB1025-1050.75 Teaching (Principles and practice)
spellingShingle	LB1025-1050.75 Teaching (Principles and practice) Muhammad Noor, Abdul Aziz A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
description	Authentic assessment is a variation of alternative assessment. It is a classroom assessment which comprises of teacher‟s observation, feedback as well as self and peer assessments. It can be used in student-centred teaching approaches namely project-based learning (PjBL). Although PjBL is recognised across the globe, not all teachers in the 21st century classrooms adapt this method with young learners. While authentic assessment advocates student-centred approach, this assessment method is still poorly implemented. To worsen the situation, primary school teachers do not have a guideline on how to use authentic assessment in their classroom. Excellent teachers who are model teachers use PjBL but lack knowledge on authentic assessment. This qualitative case study seeks to explore the process of using authentic assessment in assessing PjBL in the English classes of six excellent teachers from a Northern state in Peninsula Malaysia who were selected through purposive sampling. Data were gathered through semi-structured interviews, a series of classroom observations and document analysis. Atlas ti. Version 8 was used to aid the researcher in analysing and collapsing categories into emerging themes from the findings. Five themes that emerged were Student-centred learning; Teacher Quality; Variations in authentic assessment; Catering for learners‟ needs and Communicating assessment rubrics with learners. The implication of this research is for teachers to be able to use a set of guidelines from the best practices of the excellent teachers. The guidelines were developed from the findings to assist primary school teachers to embed authentic assessment in PjBL in their respective classrooms.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Muhammad Noor, Abdul Aziz
author_facet	Muhammad Noor, Abdul Aziz
author_sort	Muhammad Noor, Abdul Aziz
title	A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
title_short	A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
title_full	A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
title_fullStr	A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
title_full_unstemmed	A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
title_sort	case study of using authentic assessment in project-based learning in excellent teachers' english classrooms
granting_institution	Universiti Utara Malaysia
granting_department	Awang Had Salleh Graduate School of Arts & Sciences
publishDate	2019
url	https://etd.uum.edu.my/8116/1/s902015_01.pdf https://etd.uum.edu.my/8116/2/s902015_02.pdf
_version_	1747828329038217216
spelling	my-uum-etd.81162022-05-09T06:41:23Z A case study of using authentic assessment in project-based learning in excellent teachers' english classrooms 2019 Muhammad Noor, Abdul Aziz Mohd Yusoff, Nurahimah Awang Had Salleh Graduate School of Arts & Sciences Awang Had Salleh Graduate School of Arts & Sciences LB1025-1050.75 Teaching (Principles and practice) Authentic assessment is a variation of alternative assessment. It is a classroom assessment which comprises of teacher‟s observation, feedback as well as self and peer assessments. It can be used in student-centred teaching approaches namely project-based learning (PjBL). Although PjBL is recognised across the globe, not all teachers in the 21st century classrooms adapt this method with young learners. While authentic assessment advocates student-centred approach, this assessment method is still poorly implemented. To worsen the situation, primary school teachers do not have a guideline on how to use authentic assessment in their classroom. Excellent teachers who are model teachers use PjBL but lack knowledge on authentic assessment. This qualitative case study seeks to explore the process of using authentic assessment in assessing PjBL in the English classes of six excellent teachers from a Northern state in Peninsula Malaysia who were selected through purposive sampling. Data were gathered through semi-structured interviews, a series of classroom observations and document analysis. Atlas ti. Version 8 was used to aid the researcher in analysing and collapsing categories into emerging themes from the findings. Five themes that emerged were Student-centred learning; Teacher Quality; Variations in authentic assessment; Catering for learners‟ needs and Communicating assessment rubrics with learners. The implication of this research is for teachers to be able to use a set of guidelines from the best practices of the excellent teachers. The guidelines were developed from the findings to assist primary school teachers to embed authentic assessment in PjBL in their respective classrooms. 2019 Thesis https://etd.uum.edu.my/8116/ https://etd.uum.edu.my/8116/1/s902015_01.pdf text eng public https://etd.uum.edu.my/8116/2/s902015_02.pdf text eng public phd doctoral Universiti Utara Malaysia Afitska, O. (2014). Use of formative assessment, self-and peer-assessment in the classrooms : Some insights from recent language testing and assessment research. Journal on English Language Teaching, 4(1), 29–39. Ahmad, S., & Mussawy, J. (2009). Assessment practices: Students’ and teachers’ perceptions of classroom assessment. University of Massachusetts Amherst. Aiedah, A. K., & Lee, A. (2012). Application of project-based learning in students‟ engagement in Malaysian studies and English language. 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