Page 191 - BUKU SYNOPSIS

The qualities of the instruments have been confirmed and

validated through expert evaluations and empirical data obtained from diverse

validation methods. Consequently, no modifications were made by the

researcher in Cycle 2. With the exception of the adjustment made to the

number of exercises, the researcher and lecturers prioritized supporting

students in developing ideas through clear structure, language usage, and

feedback.

3. Summary of the Findings

The primary field testing conducted during the CAR cycle

addresses research inquiries about the evaluation instruments' quality and the

consistency of raters. The data were subjected to analysis using the Many

Facet Rasch Measurement (MFRM) and Intra-class Correlation Coefficient

(ICC) methods to confirm the validity of scoring. Based on the MFRM

analysis of the trial outcomes, all sections of the assessment rubric were

considered valid and reliable based on the Rasch Model criteria. In addition,

whether employing either the MFRM or ICC methodology, no statistically

significant distinction was observed between the two raters. The suitability of

all assessment instruments within the multipurpose assessment model for

evaluating student writing skills and enhancing the pedagogical and learning

processes has been affirmed. Furthermore, the researcher utilized self-

assessment (SA) and peer assessment (PA) techniques, designed according to

a scoring rubric, to facilitate student evaluation. The validity and reliability

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