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F. Limitations and Further Research

The design and development of the multipurpose assessment model for blended

learning of argumentative writing followed as closely as possible the procedures

and phases outlined in Plomp's research-design model. However, in its

implementation, there are several shortcomings that result in implementation

limitations for the established assessment model. The limitations includes:

1. Product Limitation

This model only included topics that students were already familiar with as

writing prompts. If the student is given any topics, the outcomes could be

different. For this reason, future research can incorporate any topic and

topics that students are familiar with.

2. Research Limitations

a) Students encountered challenges while performing self-assessment

(SA) and peer assessment (PA) due to their lack of prior experience

with these activities. Efficient utilization of SA and PA can be

achieved through adequate training. Thus, mentoring students is the

first step in the SA and PA activities, which must be implemented in

all courses as part of a structured learning process.

b) Both students and lecturers have challenges when attempting to

assess student learning progress after receiving corrective feedback

through self-assessment (SA), peer assessment (PA), and lecturer

feedback. This is due to the need for careful analysis of each draft

to evaluate the progress made. To facilitate future investigations,

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