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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

The present study is about development research, specifically about developing a

multipurpose assessment model in blended learning of argumentative. This study

has four research objectives, which have been addressed through eleven research

questions.

To begin with, this assessment model was established based on an analysis

of student needs, whether feedback from various sources and criteria for generating

feedback were urged in assisting them to write a communicative text. The analysis

of NA indicates that both students and lecturers reported that the feedback loop,

which was based on the criteria, is necessary to promote students' writing skills.

Therefore, the multipurpose assessment model was designed based on the findings

of this analysis and was operationalized in GBA-TBI and blended learning. The

multipurpose assessment model intends to assist students in writing the text through

intended text–based feedback generated through various activities such as SA, PA,

and lecturer's assessment guided by the standard scoring rubrics.

The assessment model comprises specifications, procedures and three key

components: assessment instruments, teaching-learning devices, and a model

guidebook. The instruments for assessing encompass a series of instruments,

including writing tests, an analytical scoring rubric, and self and peer assessment

sheets. SA and PA are derived from the assessment rubric. The test construct is

represented by the assessment rubric constructed in language skill assessments. The

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