WRITING ASSESSMENT MODEL IN THE IMPLEMENTATION OF GENRE-BASED PEDAGOGY IN INDONESIAN BILINGUAL CLASS

This study addresses a critical gap in Indonesian higher education: the limited effectiveness of writing assessment practices, which often emphasize surface-level accuracy over deeper genre-specific competencies. Despite curriculum mandates for academic writing proficiency and growing interest in genre-based pedagogy, there remains a lack of practical models that integrate self-assessment and
metacognitive strategies tailored to local classroom contexts. This research developed and implemented a genre-based writing assessment model incorporating self-assessment guided by metacognitive principles to improve students‘ academic writing. Employing a research and development design, the study involved classroom-based implementation and analysis of student writing performance, lecturer feedback practices, and student reflections. Data were
collected through writing samples, rubric-based evaluations, and participant interviews. The findings reveal that the integration of a structured self-assessment model fosters shared understanding between lecturers and students about the expectations of genre-specific writing. Lecturers enhanced linguistic knowledge was essential in ensuring the reliability of assessment and in delivering more targeted instruction. Additionally, the model promoted student autonomy, which contributed to improved communicative quality in students‘ texts. The study suggests that shifting writing assessment focus from accuracy to meaning-oriented
elements, such as content, purpose, organization, and audience interaction, can significantly enhance writing outcomes. The findings underscore the importance of aligning assessment practices with pedagogical goals and integrating digital tools to support active, student-centered learning. This model holds practical implications for Indonesian universities aiming to improve academic writing instruction and better prepare students for participation in global academic discourse.