Tujuan penelitian ini adalah mendeskripsikan karakteristik penilaian otentik yang digunakan dan mengetahui karakteristik penilaian otentik yang paling dominan diaplikasikan pada buku “Stop Bullying Now” yang digunakan di kelas sebelas sekolah menengah atas. Penelitian ini merupakan penelitian kajian pustaka dengan menggunakan metode deskriptif kualitatif. Sedangkan instrumen yang digunakan adalah analisis dokumen dengan menggunakan kriteria oleh Frey (2013). Hasil penelitian menunjukkan bahwa buku tersebut menerapkan penilaian otentik pada semua skill, Listening, Speaking, Reading, and Writing. Namun, di antara ke empat skill tersebut, Listening merupakan skill dengan aktifitas paling sedikit. Buku tersebut mengaplikasikan delapan dari Sembilan kriteria (Realistic activity or context, cognitively complex, performance-based, formative assessment, collaborative, defense is required, multiple indicators or portfolio, and mastery expectation). Buku tersebut tidak mengaplikasikan criteria known by students karena pada buku tersebut tidak menampilkan bagaimana guru menilai masing-masing tugas. Kriteria yang paling dominan digunakan pada buku adalah realistic activity or context. Buku tersebut juga banyak mengambil materi yang berkaitan dengan kehidupan nyata siswa.

The aim of this study was to define the characteristics of authentic assessment utilized in the book "Stop Bullying Now" which was used at the eleventh grade of senior high school and to determine the characteristics of the most dominant authentic assessment. this study employed a qualitative descriptive strategy to conduct a literature review. The instrument employed was document analysis based on Frey (2013). The results of this study showed that the textbook used authentic tests for all skills, including Listening, Speaking, Reading, and Writing. Listening, on the other hand, was the skill with the least activity of the four. Eight of the nine criteria were applied in the book (Realistic activity or context, cognitively complex, performance-based, formative assessment, collaborative, defense is required, multiple indicators or portfolio, and mastery expectation). Because the book did not illustrate how the teacher evaluated each work, it did not use criteria known by the students. The most dominant criteria was realistic activity and context. The book also included a lot of content from students' everyday lives.