This research focuses on the implementation and the challenges of authentic assessment in 2013 Curriculum. Employing case study design, the study draws insights of the implementation embracing the types of assessment, the competences to assess, and the challenges encountered by two English teachers and two classes of the students from a senior high school in Makassar. The obtained data from six nonparticipant observations, two sessions of a semi-structured interview with teachers and documentation toward teachers’ documents were all analyzed using thematic analysis model in relations to the concerns of this study. he findings demonstrated that the teachers implemented the authentic assessment in three cyclical stages covering planning, implementing, and evaluating. Three assessment types covering observation, written test, and performance assessment were employed to assess three competencies consisting of attitude, knowledge, and skills. Unfortunately, this practice still remained challenges for teacher covering pertains to scoring, time and effort consuming, and validity issue. It, therefore, could be concluded that the challenges will adhere to the implementation of authentic assessment. These findings inform teachers, policy maker, and future researcher to take possible actions on what and how to do next in order to enhance the practice of assessment in Indonesia.
Keywords: authentic assessment, 2013 curriculum, implementation, competences, challenges
