Authors
Ahmad Akbar
Margana
Ari Purnawan
Editor
Zulfi Hendri
Category
Reference Book
ISBN
In Progress
e-ISBN
In Progress
Size
14 x 20 cm
Pages
xix + 88 hlm
Year of Publication
August 2026
Price
Rp 175.000
Synopsis
In vocational education, English assessment should not merely determine whether students have achieved predetermined competencies. Assessment should also reveal students’ learning potential, identify their difficulties, and provide appropriate assistance so that they can progressively improve their performance. This perspective represents the fundamental spirit of Dynamic Assessment (DA), which views assessment and instruction as interconnected processes.
MIRRORS was developed from the recognition that ESP writing assessment requires a model that is contextual, developmental, reflective, and practical. Conventional assessment practices often emphasize final products and scores, while providing limited opportunities for students to receive meaningful assistance during the learning process. MIRRORS responds to this challenge by placing mediation, scaffolding, feedback, reflection, and revision at the center of classroom assessment.
The MIRRORS framework consists of seven interconnected learning stages: Mind Mapping, Identifying, Refining, Reconsidering, Organizing, Reviewing, and Socialization. These stages are designed to guide students through a developmental learning process in which they activate prior knowledge, identify learning needs, refine their ideas and language, reconsider their work, organize their texts, review their performance, and finally communicate their work in a meaningful context.
An essential characteristic of MIRRORS is that Dynamic Assessment is embedded throughout the learning process. Teachers do not simply wait until students complete their work before providing evaluation. Instead, teachers provide mediation through prompting, modeling, hinting, feedback, and scaffolding according to students’ needs and responses. Assessment therefore becomes an active mechanism for promoting learning.
The implementation of MIRRORS also recognizes the distinctive characteristics of ESP. Vocational learners need English that is relevant to their fields of study and future professional environments. For this reason, classroom activities should involve authentic or meaningful tasks, including the production of procedural texts, technical instructions, workplace-related descriptions, and other forms of communication relevant to students’ vocational contexts.
This guide is also grounded in the Genre-Based Approach and Writing Process Theory. Students are encouraged to understand how texts are structured, how language functions within particular genres, and how writing develops through planning, drafting, revising, editing, and reflection. MIRRORS brings these principles together with Dynamic Assessment to create a more integrated approach to ESP writing instruction. The role of the teacher is equally important. Within MIRRORS, teachers are not merely assessors or providers of scores. They function as facilitators, mediators, reflective practitioners, and co-constructors of learning. Teachers are encouraged to observe students carefully, identify their needs, select appropriate forms of assistance, and reflect continuously on the effectiveness of their instructional and assessment practices.