Integration of classroom assessment techniques in authentic assessment for literature learning in higher education: A conceptual literature review
DOI:
https://doi.org/10.26555/bs.v46i2.2221Keywords:
authentic assessment, classroom assessment techniques, Higher Education , Literature Teaching , Practice-Based LearningAbstract
Conventional assessment in university literature courses often prioritises theoretical knowledge while providing limited evidence of students’ interpretive, applicative, performative, research, and reflective competencies. This conceptual literature review investigated how classroom assessment techniques (CAT) could be incorporated into an authentic assessment framework for literature education. A structured search across Scopus, ERIC, ScienceDirect, Google Scholar, and Garuda identified 38 publications for theory-informed thematic analysis. The analysis integrated conceptual definitions, assessment principles, task characteristics, student actions, learning evidence, and relationships among authentic assessment, CAT, and literary competence. Five interrelated competency dimensions emerged: interpretation, application, performance, research, and reflection. Based on these dimensions, the review proposes primary but non-exclusive alignments with five CAT techniques: directed paraphrasing, application cards, human tableau, paper or project prospectuses, and student-generated questions. The resulting framework positions authentic assessment as the overarching approach and CAT as a potential mechanism for eliciting varied evidence of literary competence. Rather than prescribing fixed one-to-one correspondences, the framework recognises that each technique may address multiple competencies and may be adapted to literary genre, learning outcomes, classroom conditions, and assessment purposes. The study contributes a conceptually grounded and context-sensitive model for designing participatory, competency-oriented assessment in university literature education. As the framework derives from literature synthesis rather than classroom implementation, its feasibility, effectiveness, and educational value remain to be established through empirical validation across diverse courses and institutional contexts.
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