Page 93 - BUKU SYNOPSIS

Numerous practitioners have examined the contribution of incorporating

assessment as/for/of learning into different research designs. Mutch (2012), for

instance, describes its benefits using a conceptual framework by describing the

implementation of the AaL, AfL, and AoL in New Zealand's assessment policy.

In addition, Schellekens et al. (2021) synthesize them to establish a culture of

assessment to improve student learning. Sadeghi and Rahmati (2017), who

conducted a more practical study in Iranian secondary schools, discovered that

the integrated assessment model contributed theoretically and practically to

teaching, learning, and assessing writing skills. They tested the application of

the model in a quasi-experimental study that focused on a large-scale exam

preparation course in Iran. Since they administered a standardized test, PET,

whose assessment instruments were organized by an external organization,

there is still a limitation concerning research bias. Investigating the function of

SA is hampered by the fact that the assessment tools differ from the

instructional goal outlined in the curriculum. Nonetheless, educational

practitioners in Indonesia have yet to investigate the research on the integration

of assessment as, for, and of learning.

Therefore, this study is interested in investigating how the assessment

approaches integrating with the multipurpose assessment model enhance

students' learning of EFL writing. The model is operationalized in the GBA

and blended learning is assisted by the model's components, such as assessment

instruments, scoring guidelines/rubrics, and graduation criteria. In addition, the

initiation to employ the model in the blended learning assisted by Google

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