IMPLEMENTING AUTHENTIC PROJECT- BASED INTEGRATIVE ASSESSMENT IN HIGHER EDUCATION ENVIRONMENT

The study focuses on the implementation of authentic projectbased integrated assessment in foreign language classes. A mixedmethod study was conducted with 256 English majors and 6 instructors from the foreign language faculty at a tertiary institution in Vietnam to gather quantitative and qualitative data. The objective was to gain insightful understanding of how students and instructors perceived the significance of implementing authentic project- based integrated assessment (APIA), its impact on students' learning motivation and academic performance, and students' expectations regarding modifications to the assessment process to ensure academic integrity and efficiency. The researcher utilized questionnaires, reflective diaries, observations, and interviews as the primary research instruments. The findings indicate numerous advantages of IA, including the assessment of individual and group performance, knowledge development, and skill practice. This evaluation strategy proved beneficial in enhancing learning motivation and improving student academic achievement. The qualitative data also revealed several challenges associated with ensuring academic integrity and effectively implementing integrated assessments. Consequently, the author provided recommendations to align assessment with teaching and learning.