Page 97 - BUKU SYNOPSIS

assessment model comprises self-, peer-, and instructor assessment aided by

guidelines and analytic rubrics to determine students' writing performance.

In a study undertaken by Buragohain (2018), a descriptive analysis was

performed to examine the implementation of classroom assessments to

enhance students' writing proficiency. The study specifically investigated the

aspects of innovation, interaction, and impact. The performance of the

assessment methodology is carried out utilizing the classroom action research

model. The findings of their investigation suggest that integrating technology

enhances the process of fostering innovation in the instruction of writing skills,

as it enables students to self-assess their performance through diverse online

assignments. Incorporating assessment and technology within the educational

setting enhances the level of engagement and interaction between educators

and learners throughout the knowledge acquisition process. Furthermore, this

model impacts students' academic achievements towards the end of the

semester. On the other hand, this dissertation project aims to develop an

assessment model that integrates the key components of classroom assessment,

including test design, summative assessment rubrics, and student and instructor

feedback.

The study by Mohamadi (2018) examined the impact of online

summative and formative assessments on the writing learning outcomes of

English as a Foreign Language (EFL) students. Similar to the study conducted

by Sadeghi and Rahmati (2017), his study likewise employs the International

English Language Testing System (IELTS) as a standardized evaluation rubric.

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