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observation process. Fortunately, all validators agreed that it met the
model's requirements and could be implemented after revision.
b. Assessment Instruments
The model comprises three instruments: a self-assessment
instrument, a peer-assessment instrument, and tests. On the other hand,
the test should be aided by an analytical scoring rubric to assist students,
lecturers, and raters in examining the text created by the students.
Furthermore, the self and peer-assessment instruments were developed
based on the analytical scoring rubric. An analytical scoring rubric
contains the rubric scale and criteria. In language skill assessment, rubric
scale and criteria and their interpretations by raters act as "de facto" test
constructs (Knoch, 2009; McNamara et al., 2002; McNamara, 1996).
Before developing the writing test and the analytical scoring rubric,
the research developed the grid of the test (appendix 4) by analyzing
related theories regarding writing skills and existing writing scoring
rubrics. The rubric was also developed by utilizing this grid.
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