authentic assessment seeks to both assess and enhance processes by which students call things into question, take a stand on who they are and act accordingly. Its purpose is to enable students to respond to the call to be authentic, while also assessing their efforts in striving toward this end. Assessment that is authentic can contribute to extending students' possibilities for becoming who they try to be, although this is never achieved once and for all. Authentic assessment should not be misunderstood by teachers to be extensive assignments that invest long time and effort by both teachers and students because adults often face many simple and brief tasks in their work and life for which teachers can prepare their students. Authentic tasks established in language classroom in which students are assessed should replicate real-world challenges. Actually, authentic assessment requires a teacher to judge students' responses and work which need support of to make these judgements accurate and reliable. A rubric which is a scoring scale must be used in which numerical values are associated with performance levels (e.g. 1=Basic, 2=Proficient, etc). Defawu (2010) concurred that authentic or performance assessments should be "engaging, motivating, and stimulating to students and teachers alike. Although authentic assessment has promising benefits in the field of language testing, yet it places greater demands on teachers than the use of standardized testing. Time and management skills are needed to design and use authentic assessment and judgement is required to reach conclusions about students' performance. Also, because authentic assessment is relatively new, teachers need to learn how to link assessment to instruction and so forth.