Page 11 - BUKU SYNOPSIS

of rubrics as the SA tool. They found a disparity between student and teacher-rated

scores by assigning the students and the teacher to rate the students' work using the

provided rubrics. The students reported that the rubrics lacked clarity for them.

A study by Pui et al. (2020) indicated the importance of qualified rubrics in

assisting students to self-assess. In connection to the case, from the writer's point of

view, feedback makes sense to students' learning achievement if they are provided

with clear criteria of a good EFL text, the SA/PA guideline sheets, and other

supported assessment tools. Graham (2019) points out that the assessment criteria

are necessary to enhance feedback contributions to make adjustments. Moreover,

providing qualified assessment devices in formative assessments makes students

familiar with summative assessment. According to Bachman and Palmer (1996,

2010), the quality of the assessment should cover the facets of validity, reliability,

authenticity, impact, and practicality. In a nutshell, a qualified scoring rubric offers

the students a clear understanding of expected goals. It is beneficial for the teachers

to adjust the teaching-learning processes on a priority basis.

However, the assessment processes cannot be conducted in partial to the

teaching-learning processes. In addressing the issues mentioned previously, the

genre-based approach (GBA) is considered in line with the principles of FA. Hyland

(2004) asserts that GBA has some advantages in the assessment context, such as

providing explicit criteria, relevance to the student's writing goals, and focusing on

competency and preparedness. Since GBA asks students to create a text based on

an intended-genre, GBA-based assessment includes a test to determine what should

be evaluated and what has been taught. For example, suppose the test measures

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