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assess their knowledge and understanding of specific subjects.

Because students are entrusted with judging their own work, using

self-evaluation procedures in classroom assessment can boost their

self-confidence. SA encourages students to recognize their strengths

and weaknesses and make plans to address their flaws.

Similarly, peer assessment (PA) stresses students' active roles

in assessment while assigning students to assess each other

regarding learning achievement and provide constructive feedback.

Students are taught how to evaluate their peers. The procedure for

using SA/PA is as follows: 1) students are asked to write texts based

on the type of text and the number of words given, 2) students assess

their work or ask their colleagues, and 3) students revise their writings

immediately after the SA or PA activity. During the study period, the

SA or PA rounds were repeated (Fathi & Khodabakhsh, 2020; Iraji et

al., 2016; Nielsen, 2021; Reinholz, 2016).

4) Integrated Assessment as, for, and of Learning

Regarding the concern to improve the students’ learning

achievement, scholars keep designing the effective models, which of

them is integrating assessment, as, for, and of learning. The study by

Sadeghi & Rahmati (2017) integrated assessment as, for, of learning

attempts to bridge the learning-teaching process with assessment. This

paradigm emphasizes student involvement in the evaluation process

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