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based on the predefined scoring rubrics. Furthermore, this model enables

students and lecturers to provide prompt and interactive feedback facilitated by

e-learning platforms, such as Zoom meetings, Google Drive, and Google Docs.

Also, this model accommodates the researcher to develop and validate the

assessment instruments and teaching-learning devices which are based on the

NA study. Shortly, the study fill the void left by aforementioned related

previous studies.

C. Research Framework

Assessment initially aimed for a summative purpose has shifted to

classroom-based assessment, emphasizing formative goals over the last few

decades. This change was marked by several alternative assessment models,

such as portfolio, dynamic assessment, and integrated assessment, contributing

to the learning process. Despite their contributions, these existing models also

leave some limitations, such as time to respond to the students’ work, students’

dependency on the teachers’ feedback, and using other party’s assessment

instruments. Moreover, based on preliminary research studies, in the context of

EFL writing skills in higher education, students do not have adequate writing

skills due to a lack of writing practices, insufficient guidance on how to create

a text based on a particular purpose, lack of feedback from self, peer, and the

lecturer and using various scoring rubrics. These gaps should be anticipated in

how to help students learn and develop EFL writing skills.

This study aims to fill some research gaps by developing the

multipurpose assessment model based on relevant research. This model

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