Background: The aim of present study was to investigate the learning and memorization rate of English based on authentic and traditional assessment approaches in Sari secondary schools. Methods: It was performed in semi- experimental method. The sample included 60 first year high school male students, selected randomly. Then it has been divided in two groups as experimental and control groups. Assessment devices used in this research included: academic achievement pre-test of English, academic achievement post-test revised questionnaire of attitude toward tests (saas-R), and English performance test Before carrying the authentic and traditional assessment approaches into execution, two groups had been taken the scholar academic achievement pre-test in order to assure not to be any significant differences between two groups. After the execution of above mentioned method (about 14 weeks), the academic achievement post-test, and performance test and attitude toward tests (SAAS-R) were performed. Moreover, 2 months after post-test, it was repeated to measure the rate of memorization. In order to analyze data the statistical method, the dependent and independent T- tests were used to determine mean differences of two groups and K2 test was applied to assign the differences of two groups’ attitude toward tests. Results: The results implied that: The rate of students’ performance learning in authentic assessments is more than the traditional ones. Conclusion: There was no significant difference between two group’s post-test scores. The rate of memorization in authentic methods is more than the traditional ones. The attitude toward tests in authentic methods is more positive than the traditional ones. [Mater Sociomed 2015; 27(3.000): 203-206]

learning, memorization, authentic and traditional assessment, performance learning, attitude, Sari, Mazandaran, Iran

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