Page 9 - BUKU SYNOPSIS

generates systematic feedback for students and lecturers for continuous learning

improvement.

Furthermore, the model was developed based on the principles of formative

assessment (FA) as outlined by Black and William (2009). It encompasses a set of

five key actions that can be implemented within the classroom setting. These

activities include 1) the dissemination of success criteria to learners; 2) the

utilization of questioning techniques in the classroom, 3) the provision of feedback

by the instructor; 4) the incorporation of peer and self-assessment; and 5) the

formative utilization of summative examinations.

Several studies have addressed the importance of integrating A3 in various

disciplines and levels of education, arguing that A3 can work together and support

each other to promote students' learning and improve student learning achievement

despite the different purposes of these approaches (e.g., Berry, 2008; Boun &

Falchikov, 2007; Costa & Toledo, 2020; Lam, 2015; Lee, 2017; Timmis et al.,

2015).

Involving students actively in the assessment process is beneficial to engage

their learning motivation since it allows students to give a voice and criticize their

learning progress. Involving students in assessment has a potential role for students

to build their sense of ownership and control their learning progress, which can be

carried out in partnership between students and their peers or students and their

lecturers (Stefani, 1998). Besides, the students can learn from their peers. Topping

(2018) asserts that from the view of the formative assessment principles, students

can help each other identify their learning progress through peer assessment (PA).

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