Integration of Authentic Assessment in second year English Students in the second semester at URACCAN University, 2023

Maradiaga Sequeira, Katy and Obando Taleno, Yanci (2023) Integration of Authentic Assessment in second year English Students in the second semester at URACCAN University, 2023. Diploma thesis, Universidad de las regiones autónomas de la Costa Caribe Nicaguanse (URACCAN).

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Abstract

The present study was conducted with the purpose of integrating Authentic Assessment in second-year English language learners at URACCAN University, first semester 2023. The approach of this research was qualitative and the objectives for its development were: to identify some authentic assessment activities developed by English teachers and finally, to propose some authentic assessment activities to assess the competencies of English learners. In order to obtain the essential information of this study, thirty-three people from this course (15 males and 18 females). In order to obtain the essential information for this study, different instruments were applied such as student and teacher interviews, observation guides, and the application of didactic units. As a result of the application of the instruments of this study, it was found that teachers integrate some authentic assessment activities, which incorporate movies, role-playing games, among others, in addition to using different visual tools such as cell phones, computers and televisions, which allow the development of authentic activities and that when used in class are more attractive to students because they are motivated and learn at the same time. Likewise, it was found that the implementation of authentic assessment in English also presents challenges; it requires careful planning and design of authentic tasks, as well as a more individualized and criteria-based assessment, and it is necessary to have adequate resources and enough time to carry out this type of assessment. In conclusion, it was observed that when authentic activities are incorporated, students react positively, so it is recommended that facilitators continue to adapt the activities to real situations to achieve personalized and flexible, learning in which students feel comfortable and are involved all the time in their learning.

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