Murai Tkato

This study explores how book recommendation activities can be implemented as authentic assessment in literature education. Drawing on perspectives from “Literaturbetrieb” and the concept of authentic assessment, the study identifies key learning processes for classroom practice. In creating POP (Point of Purchase) displays, book recommendation involves transforming students’ appreciation of literary texts into concise and visually engaging messages. This requires students to adjust their reading strategies and expressive techniques to produce effective work. Within the performance task, stakeholders’ reactions to the POPs become an essential part of the assessment. Based on this framework, a unit was conducted with sixth-grade students, in which POPs were created and exhibited in a bookstore. The analysis revealed that students deepened their reading to revise their work. They also recognized the value of expressive strategies and the significance of performance through feedback from book purchasers.