Abstract—Along with the need for assessment of English as a
foreign language learning with cultural focus, some theories in
this field should be re-examined and adapted. Additionally, the
21st- century classroom is also more dynamic thus the
assessment that will be used by the English lecturer must be
well comprehensive. To do this, the new classroom condition of
the 21st-century is used as the basic consideration of learners’
needs. Therefore, the re-conceptualizing holistic assessment for
culture-based English as a foreign language learning should be
based on the integration of the modern assessment such as
self-assessment, peer-assessment, authentic assessment,
classroom assessment, and the objective assessment either
formative and summative assessment. Finally, the
implementation of holistic assessment can be done using online
assessment or web-based assessment in which lecturer can
directly upgrade the existing assessment to be blended model of
Index Terms—Culture-based, English as a foreign language leaning, holistic assessment.
Aryusmar is with Language Center, Computer Science Department, Faculty of Humanities Bina Nusantara University Jakarta, Indonesia (e-mail: firstname.lastname@example.org).
Wiwiek Afifah is with Graduate School of Language Educational Science, Yogyakarta State University, Indonesia (e-mail: email@example.com).
Cite: Aryusmar and Wiwiek Afifah, "Re-conceptualizing Holistic Assessment of Culture-Based Learning of English as a Foreign Language in Higher Education for the 21st-Century Classroom," International Journal of Information and Education Technology vol. 9, no. 11, pp. 794-798, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).