Page 8 - BUKU SYNOPSIS

assessment methods are not yet encouraged. The teachers or lecturers are hesitant

to conduct SA or PA because it requires time, and they need more guidance to assist

students in evaluating their own work or that of their peers. This condition is

consistent with studies conducted by (Purwanti, 2015; Wanner & Palmer, 2018;

Xiang et al., 2021).

From the writer’s perspective, it is imperative to provide a pedagogical

framework for teaching EFL writing that facilitates students' enhancement of

writing proficiency, content knowledge, and critical thinking abilities. Therefore,

she offers a multipurpose assessment model as an effective alternative assessment

to address the issues since the model emphasizes students’ writing practices through

systematic constructive feedback loops from them shelves, their peers and lecturers.

This model incorporates the concepts of Assessment as Learning (AaL),

Assessment for Learning (AfL), and Assessment of Learning (AoL) to gradually

enhance students' ability to write argumentative texts. When teaching writing,

students are not only instructed on the theoretical aspects of writing, but they also

require frequent and repetitive practice. Naturally, experienced writers have

undergone extensive practice compared to others with less expertise. Producing a

high-quality text necessitates the implementation of a recursive approach (Richards

& Renandy, 2002; Rofiqo, 2022) and demands students' diligent endeavor in

independently composing many drafts (Weigle, 2002). Engaging in the regular

practice of reviewing and rewriting their work leads to a gradual improvement in

their writing proficiency. The power of this model is that it unconsciously enforces

students' writing practices through feedback from SA, PA, and lecturers. Shortly, it

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