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reviewing their peer’s text and enhancing their self-reflection toward their

learning, which aligns with the study conducted by (Li & Gao, 2015; Vo &

Nguye, N.H, 2023). So, the less effective implementation of PA found by

several practitioners, such as Gielen et al. (2010), can be avoided. Therefore,

students evaluate their self and peers' work using teachers' criteria is necessary.

Consequently, if the criteria are inadequately formulated, it has a detrimental

impact on the quality of peer assessment. Therefore, the researcher took several

steps to reach the quality of the scoring rubric through experts’ validation and

field testing.

The notion of agency entails assuming responsibility for one's own

learning. However, agency development in students does not occur

spontaneously; it requires the teaching staff to provide students with proactive

chances for agency development. One practical approach to fostering agency

entails the provision of constructive feedback and the promotion of self-

reflection. Nieminen et al. (2021) claim that “Student agency is often

mentioned as a key feature of feedback practices (p. 1)”. By actively seeking

feedback from themselves, their peers, and their instructors, they demonstrate

a proactive approach to enhancing their learning process.

2. The Multipurpose Assessment Model Raises Students’ Awareness in

Communicative Text Production

The previous section presents students' active role in revising their text

through SA and PA, indicating they are aware of producing a communicative

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