Page 224 - BUKU SYNOPSIS

Hence, it is contended that a legitimate evaluation entails the evaluator possessing

superior proficiency compared to the individual being evaluated. Consequently, SA

(Self-Assessment) and PA (Peer Assessment) were employed as the foundation for

instructing students in recognizing their areas for improvement and areas of

proficiency to enhance their learning. Thus, this present study developed guidelines

based on scoring rubrics that students can utilize for self-assessment or peer

assessment.

While implementing an assessment model that integrates the AaL, AfL, and

AoL models, there are still limitations regarding using the instruments employed.

Several aspects do not meet students' needs, as PA implementation is ineffective

due to time constraints (Sadeghi & Rahmati, 2017), and the guides for SA and PA

are not adequately prepared (Ghorbanpour et al., 2021). Both of these research

studies have not employed the use of ICT.

Regarding research methodologies employed in prior studies, most research

has primarily relied on experimental research to assess the efficacy of models, with

a shortage of studies utilizing design-based research (DBR). Indeed, employing

DBR enables researchers to conduct initial investigations to verify that the model

employed aligns with or approximates the attributes of students. In addition, the

assessment of students' writing proficiency is currently restricted to the overall

score, which only considers the total points achieved by students. However, it fails

to explicitly address students' specific weaknesses in terms of key components of

effective writing, particularly in the area of argumentative writing. The utilization

of the Rasch model and the Wright Map of MFRM enables a thorough analysis that

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