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employ it inside an educational framework. Indeed, the utilization of G-Docs

as a platform for delivering interactive feedback on student assignments has

not been used by them in the past.

D. Discussion of the Final Model

1. The Multipurpose Assessment Model Promotes Students’ Agency

Although the concept of students' active participation in their education

has been present in educational theory, it has not become clear as classroom

activities become more institutionalized in various educational systems. The

researcher believes that students who actively participate in their education are

more likely to take ownership of their education and to be more driven to learn.

Student agency, or the ability to take initiative, act, and make responsible

decisions instead of accepting those set by others, is the result of student-

centered learning. Students' agency can be created through an assessment

procedure that allows them to voice their thoughts and practice self-evaluation

skills (Adie et al., 2018). Therefore, students should be involved in assessment

processes as agents, not just passive receivers as suggested by Falchikov (2004).

As mentioned in the study's background, the A3 construct has been

separately operationalized in teaching methods. AaL, or Assessment as

Learning, aims to enhance students' metacognitive abilities by offering them the

chance to build self-regulated skills for monitoring their own learning. In

contrast, AfL, or Assessment for Learning, emphasizes instructors' instructional

adjustments, while AoL, or Assessment of Learning, centers on the acquisition

of summative information. The primary objective of the multipurpose

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