Abstract: This is the study of how teachers implement the authentic assessment on students’ English writing.
Two English teachers and their students are involved in this qualitative study. The data are collected through
three techniques, namely; observation, interview toward the teachers, and documentation study toward lesson
plans and syllabi of the teachers. The collected data were then analyzed based on the theory of the process of
assessing writing by NSW Department of Education and Training (2007) by using the data analysis process of
Miles and Huberman (1984) in Sugiyono (2012). The findings show that both teachers conducted all steps of the
process of assessing students’ writing consisting of collecting evidence, making judgments, planning learning
experience, teaching, monitoring and recording student progress, and reviewing and replanning teaching/learning
programs. The steps of the process were not conducted chronologically from the beginning till the end, but some
of them were conducted at the same time. Besides, the activities in each step were conducted in several similar
and different ways between the teachers. However, the primary purpose of each step was accomplished.
Keywords: Authentic assessment, assessment of writing, process of assessing writin