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content delivery, and learning process conducted assisted by the internet, while

face-to-face meetings are held when needed and only as a supplement.

A flipped classroom is regarded as a popular pedagogical blended learning

model (Jiang et al., 2020), particularly in higher education, and the valued model

of blended learning in terms of class preparation, increased classroom interactivity,

and academic performance (Su Ping et al., 2019). Flipped classroom aims not only

to combine f2f and online learning modes but also, beyond that condition, where

students get teaching materials that the teachers have shared on internet-based

learning platforms. Accessing the learning sources before the class aims to make

students get used to learning independently and have background knowledge before

the real f2f class. Several studies have reported the benefits of the flipped classroom

model in supporting teachers in teaching EFL writing (such as (Abdelrahman et al.,

2017; Altas & Mede, 2021; Fathi & Rahimi, 2020; Su Ping et al., 2020). In

conclusion, the integration of ICTs in blended learning should be considered by

teachers for teaching EFL writing effectiveness.

Correspondently, rather than recognizing the assessment as the last process

of teaching-learning journeys, this model embeded the assessment processes during

the teaching-learning operations to enhance student learning improvement. This

model concerned designing assessment tasks, establishing learning goals and

criteria, aligning teaching and assessment, providing interactive feedback, and

engaging students' active role in multiple drafting. Thus, this study intended to

design the multipurpose assessment model integrated with the features of GBA and

blended learning for several intentions. Firstly, this model developed scoring

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