The Implementation Of Authentic Assessment In Reading Comprehension Instruction In Primary Schools

Abstract

Nowadays, assessment is not only seen as an evaluation tool but also as a learning tool. About reading instruction, efforts to improve student’s reading skills and habits can be enhanced with the implementation of authentic assessment models. This experimental study was conducted on fifth-grade students in Bandung Regency. The data were collected using both test and non-test instruments. The generated data were analyzed using qualitative and quantitative methods. Based on the results, it can be concluded that the authentic assessment model developed in this study is a process-based model that has proven to be effective in improving students’ reading comprehension skills and developing students’ reading habits. Therefore, this authentic assessment model can be used in reading comprehension instruction in primary schools as an alternative to improve reading skills.