Page 233 - BUKU SYNOPSIS

design and qualitative studyies, the present study adopts a Design-Based Research

(DBR). Finally, the MFRM methodology provides a viable approach for assessing

data, enabling researchers to evaluate the fit of items and gauge the comprehension

of the scale's description by both students and raters.

B. Implications

The findings of this study have both theoretical and practical implications, which

are presented below:

1. Theory

The current study contributes to the existing body of knowledge on the

relationship between learning and assessment by integrating and systematizing the

characteristics of Assessment as Learning (AaL), Assessment for Learning (AfL),

and Assessment of Learning (AoL). By combining assessment FOR/AS learning,

this model can assist students in moving toward a learner's mindset by creating a

meaningful learning environment where lecturers provide their students with

choice, ownership, and voice through authentic learning experiences. The

utilization of a feedback loop, supported by the implementation of valid scoring

rubrics (Assessment of Learning), served to facilitate the process of text review for

both students and lecturers. Nevertheless, the findings of this study contribute to

the existing body of knowledge on the implementation of GBA-TBI and blended

learning approaches in the field of writing instruction.

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