Page 137 - BUKU SYNOPSIS

to the second research problem, explicitly focusing on questions about the

design, specifications, and components of the model.

The multipurpose assessment model, embedded in the GBA-TBI

learning cycle and FCA for learning writing skills, is a procedural model that

generates systematic corrective feedback for students and lecturers as a

foundation for continuous learning development through various instruments.

This strategy includes stages for building instruments, administering a

formative-based assessment procedure to improve student's writing skills,

analyzing, and employing the outcomes evaluation for teaching-learning

adjustment. As implemented in this study, integration refers to the interaction

between the assessment and learning processes, which is based on the

assessment concept that cannot be separated from the learning process

(McMillan, 2018). Throughout the GBA-TBI learning cycles and FCA, the

assessment technique was carried out by paying particular attention to the

topic being taught or the desired text.

The model provides students more opportunities to practice writing

after receiving corrective feedback through self-assessment, peer assessment,

and lecturer feedback. The development process is founded on the AaL, AfL,

and AoL (A3) characteristics and recommended by the Indonesia National

Qualification Framework curriculum, which actively engages students in the

learning and assessment processes. In addition, the lecturers made teaching-

learning adjustment based on the assessment results.

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