Page 142 - BUKU SYNOPSIS

The assessment model's objective is developed based on the goals and

function of the assessment to be performed. Based on its role, the assessment

model used aims to improve the process of learning writing skills, particularly

writing argumentative texts. As a result, the assessment model created has the

specific goal of assessing writing skills.

The developed multipurpose assessment model's characteristics refer to

the theories of formative assessment principles, GBA-TBI, and FCA, which

made it possible to incorporate SA, PA, and lecturer feedback for learning

improvement because feedback was not previously provided systematically.

As a result, using feedback from SA, PA, and lecturers in teaching writing

skills becomes a criterion for this model. Due to time constraints, lecturers'

feedback was ineffective. In fact, ICT can help lecturers provide feedback

and encourage students to revise their texts.

Then, the model's components serve as tools that enable students and

lecturers/teachers to provide feedback as valuable resources for ongoing

improvement in the learning process. The assessment procedure refers to the

sequential enactment of each component within a model. The approach

employed in this study was grounded in the concepts of formative assessment,

GBA-TBI learning cycles, and FCA.

The assessment model components contain two instrument packages

(learning and assessment instruments) and a model guideline book. Lesson

plans, student workbooks, and observation protocols are examples of learning

instruments. On the other hand, assessment instruments include self- and

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