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assessment model is to establish the key attributes of A3 within the context of

written instructional methodologies. In this context, the model produces

feedback that aligns with the established criteria for both students and

instructors, intending to facilitate ongoing development in the learning process.

The multipurpose assessment model in blended learning of writing texts

involves students in evaluating their text production through self-and peer

assessment assisted by rubric-based guidelines. Then they improved their text

accordingly. This model not only taught students how to evaluate their learning

achievement but also how to assess their strengths and weaknesses in terms of

producing EFL texts. As a result, they practiced writing by drafting multiple

similar texts and constructing knowledge in order to enhance their writing skills.

In short, this model provides opportunities to students as agents of

learning and assessment, which can be seen in how they improved their writing

from draft version to revision version based on the rubric and various feedback

from self, peers, and the lecturer. The students were very active to review and

revise their text. This result aligns with those of (Mazloomi & Khabiri, 2016;

Purwanti, 2015; Ratminingsih et al., 2018; Zhang & Zhang, 2022). This finding

is further reinforced by the students' responses when asked about their thoughts

on implementing SA. Most students agreed that SA can help them reflect on

what needs to be corrected; nevertheless, they need more practice because none

had done any SA in formal instruction.

The students were provided with rubric-based guidelines to facilitate

their SA and PA processes. Using SA and PA guidelines assisted students in

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