Page 115 - BUKU SYNOPSIS

that are arranged systematically to obtain evidence or information on

students' writing competence achievement. It was intended to generate

feedback based on the criteria for students and lecturers for continuous

learning improvement. It includes establishing the assessment objectives,

developing assessment indicators, deciding which assessment techniques

will be employed, and deciding on a scaling method for completing research

results.

b) Development of the Model’s Components

This stage concentrated on building assessment frameworks for writing

teaching. The initial development stage began with aligning the learning

process, indicators, and assessment procedures utilized to create a reference in

constructing an assessment model. As a result, a draft model structure,

assessment instrument packages tailored to the learning process, scoring

rubrics, and a model guidebook. The second stage involved embedding

indicators in assessments (such as observations, assessment rubrics, and writing

tests). Therefore, this model has two packages of devices: learning devices and

assessment devices. The former includes lesson plans and students' worksheets,

while the latter includes self- and peer-assessment sheets, observation sheets,

and an analytical scoring rubric.

Next, after all model devices were developed, the researcher tested the

devices' quality by involving experts, students, and lecturers. Firstly, the

researcher validated the content by requesting the support from professionals in

EFL teaching-learning and measurement. They were asked to rate and comment

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