Page 92 - BUKU SYNOPSIS

The need to develop a multipurpose assessment model arises from the

shortcomings of existing assessment models and challenges within the research

field, particularly in acquiring writing skills in English as a Foreign Language

(EFL). This proposed model draws inspiration from The National Forum's

assessment model, which is then modified to incorporate elements of the

Generalized Bayesian Approach (GBA) and blended learning techniques (refer

to figure 6). The primary objective of the multifunctional assessment model is

to enhance students' comprehension of English as a Foreign Language (EFL)

writing skills. This is achieved by providing corrective feedback from three

sources: the students, their peers, and the teacher. The feedback is aligned with

the instructional objectives of composing an argumentative piece.

Additionally, the concept offers an opportunity for EFL learners to

engage in writing practice. The comprehensive and systematic integration of

the three techniques, namely Assessment as Learning (AaL), Assessment for

Learning (AfL), and Assessment of Learning (AoL), is crucial in the

assessment process. The assessment instruments employed in AaL and AfL

exhibit interplay since the objective of AoL characterizes them. The primary

aim of this initiative is to acquaint students with the Assessment of Learning

(AoL) framework and ensure the attainment of validity. In summary, the

knowledge and skills students acquire through formative learning can be

effectively applied during summative assessments due to the similarities in the

learning tasks employed in both instructional contexts.

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