Yati's Written Reflection 2

Comer (2011) has shared many ways in which authentic assessment can occur in the classroom. I think all of the practices mentioned are practical. However, what I thought could have been overlooked is the interest inventory/survey method. I have always thought questioning can be a good way to assess students’ interest but I think the questioning method can be applied differently in Singaporean schools. Comer supports the notion that the students’ interest should be considered in the choice of literature or text (2011). However, in Singapore, it is not possible for educators to choose a required reading that students recommend because there is already a recommended list of set texts so questions like “What book do you wish your teacher would have as required reading? Why?” would appear pointless.

Instead, teachers can survey students’ interest of the chosen text; teachers ask questions which may be inappropriate for formal assessment but prompt personal responses that can contribute to authentic assessment. For example, teachers may ask questions like:

“What do you like/dislike about the text? Why?”

“Which character do you identify the most? Why?”

“Have you ever wondered what it is like if you were in the world of the text?”

Comer mentions that “by assessing students’ interests they learn to support their opinions while the teacher gains insight into the selection process” (2011). Although the questions above do not help in the selection process, which have been established as unnecessary in the Singapore context anyway, the questions do allow for students to talk about their interest and learn to support their opinions. Students may be taught to use words like “vivid”, “memorable” and “admirable” in their personal responses and this can better prepare students for the “personal response” element of formal assessments. Then, the interest/survey method promotes authentic assessment as students perform tasks in ways that can demonstrate their mastery of the text and the skill of writing. At the same time, these questions can get students to be more reflective and maybe bring out the “personal responses” element in English Literature.