Page 105 - BUKU SYNOPSIS

attempts to conduct a holistic assessment by integrating three assessment

purposes: AaL, AfL, and AoL. The AaL involves students in the assessment

process. The teacher assigns students as the center of learning, where they

analyze the results of their work based on stated criteria/scoring rubrics. Thus,

students know their strengths and weaknesses in the learning material and

consider improving their work. The AaL indirectly trains independent learning

and critical thinking skills, which are 21st-century skills that align with the

curriculum applied in higher education. Some practitioners argue about the

validity of student assessments in terms of misinterpretations of the AaL

practices, such as low reliability of grading, issues of fairness, trust towards

teachers-as-assessors, and tensions between the learning-oriented and

examination-driven culture (Hamp-Lyons & Heasley, 2006; Lee & Coniam,

2013; McNamara, 2000).

While the AaL focuses on the students’ effort to identify their learning

progress, the main actor in the AfL and AoL is the teacher. The AfL aims to

strengthen student learning outcomes by providing constructive feedback, the

AoL intends to certify students’ learning results. Yet, the notion of AfL and

AoL must be emphasized to meet the validity aspect of the assessment results

earned by students.

The multipurpose assessment model was applied in learning writing

skills through text-based instruction in a flipped classroom. This is done by

considering that writing communicative argumentative texts require an

iterative and systematic process. The text-based instruction learning model

100