Author(s)

Hu Jingbo ^1,2, Liu Ying ¹

Affiliation(s)

¹ English Department, Chengde Medical University, Chengde, Hebei, China
² Faculty of Education, Language, Psychology, and Music, SEGi University, Petaling, Jaya, Selangor, 47810, Malaysia

Corresponding Author

Liu Ying

ABSTRACT

This study investigates the effect of authentic assessment in cultivating the 4Cs (Communication, Collaboration, Critical Thinking, and Creativity) among undergraduate students enrolled in the English language course. The escalating demand for graduates with a holistic skill set and the decay of conventional testing necessitates innovative assessment methods differentiated from conventional testing. The 4C skills play an imperative role in preparing students for the complexities of the contemporary workforce and demanding studying and working contexts. Therefore, the study sets the objective to examine the effect of authentic assessment that fosters the integration of 4C skills into the curriculum. The study employs a quasi-experimental design incorporating a quantitative data collection method to evaluate the effectiveness of authentic assessment.  Authentic assessment is taken as an intervention in the experiment. The outcomes of the intervention demonstrated significant improvements in students' Communication, Critical Thinking, and Creativity, with no significant effect on Collaboration. The paper explores the implications of these findings. Recommendations are provided for educators to implement similar frameworks tailored to their specific contexts. The significance of the study lies in its potential to reshape assessment practices and produce graduates better equipped to meet the evolving demands of the professional landscape. The authentic assessment study offers a promising avenue for educators to cultivate the 4C skills essential for success in the modern world. This research contributes to the ongoing discourse on innovative assessment methodologies and their impact on undergraduate education.

KEYWORDS

Authentic assessment, 4C skills, English course

CITE THIS PAPER

Hu Jingbo, Liu Ying, Holistic Language Learning: Implementing Authentic Assessment to Cultivate 4C Skills in Chinese University English Course. Advances in Educational Technology and Psychology (2023) Vol. 7: 126-130. DOI: http://dx.doi.org/10.23977/aetp.2023.071718.

REFERENCES

[1] Good, R. (2022). Authentic Assessment. Routledge. https://doi.org/10.4324/9781138609877-REE54-1
[2] Gallardo, K. (2020). Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade. Problems of Education in the 21st Century, 78(1), 61–79. https://doi.org/10.33225/pec/20.78.61
[3] Forsyth, H., & Evans, J. (2019). Authentic assessment for a more inclusive history. Higher Education Research & Development, 38(4), 748–761. https://doi.org/10.1080/07294360.2019.1581140
[4] Nkhoma, C., Nkhoma, M., Thomas, S., & Le, N. Q. (2020). The role of rubrics in learning and implementation of authentic assessment: A Literature review. In M. Jones (Ed.), Proceedings of InSITE 2020: Informing Science and Information Technology Education Conference, pp. 237-276. Informing Science Institute.
[5] Sukma, S., Abbas, A., Nurhayati, N., & Kaharuddin, K. (2021). Authentic assessment in language skills learning. https://doi.org/10.2991/assehr.k.211225.013
[6] Stauffer, B. (2022). What Are 21st Century Skills? Aeseducation.com. Retrieved 20 August 2022, from https://www.aeseducation.com/blog/what-are-21st-century-skills
[7] Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies In Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030
[8] Duda, H. J., & Susilo, H. (2019). Science Process Skill Development: Potential of Practicum through Problems Based Learning and Authentic Assessment. Anatolian Journal of Education, 3, 51-60.
https://doi.org/10.29333/aje.2018.315a
[9] Ridwan, A., Rahmawati, Y., Mardiah, A., & Rifai, A. (2020). Developing 22nd-century skills through the integration of STEAM into the smoke absorber project. Journal Of Physics: Conference Series, 1521(4), 042077. https://doi.org/10.1088/1742-6596/1521/4/042077
[10] Pohan, J. E., & Ikawati, E. (2022). Authentic assessment of communication skills high school student in Indonesia. Journal of Positive School Psychology, 6(2), 596–605.
[11] Adri, J., Refdinal, R., Ambiyar, A., & Abdullah, A. S. (2022). Critical thinking skills in performance-based assessment: Instrument development and validation. Journal of Technical Education and Training, 14(1). https://doi.org/10.30880/jtet.2022.14.01.008
[12] Chusni, M. M., & Suherman, S. (2021). Developing authentic assessment instruments based on multiple representations to measure students’ critical thinking skills. Momentum: Physics Education Journal, 5(2), 194–208. https://doi.org/10.21067/mpej.v5i2.5790
[13] Syarifah, E. F., & Emiliasari, R. N. (2019). Project-based learning to develop students' ability and creativity in writing narrative stories. Indonesian EFL Journal, 5(1), 85. https://doi.org/10.25134/ieflj.v5i1.1627

Sponsors, Associates, and Links

---

• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education