How are writing skills assessment models in the BIPA program so far?

Abstract

Writing learning currently faces challenges, especially increasingly accessible technology that makes it difficult to distinguish the writing skills of foreign students in the BIPA program whether they write based on natural linguistic abilities or the use of technology such as Google Translate or artificial intelligence (AI). The purpose of this study is to explore the construction of writing skills assessment models for BIPA program. This study uses a qualitative descriptive and exploratory study approach to explore the writing skills assessment models for students in the BIPA Program. Data were collected through questionnaires from 23 respondents consisting of students, teachers, and program managers, and validated by triangulation through interviews. The findings of this study indicate that the construction of an Indonesian writing skills assessment model for BIPA program students has included various forms of assessment such as written exams, writing assignments, portfolios, and direct observation. The frequency of assessment varies from weekly to every semester. Assessment criteria include grammar and spelling, topic suitability, vocabulary richness, text coherence and cohesion, etc. Furthermore, the use of technology is necessary to improve the effectiveness of assessment through features such as automatic assessment, direct feedback, digital storage and management of tasks, and detailed error analysis.