5. Self-Assessment for Professional Teacher
Teachers need to assess and analyze their own teaching for improvement need. Their own analysis and assessment provide information of their current level of
teaching. As assessment gives certain space for individuals to restore and improve, it allows teachers to gain feedback so teachers can detect what certain area that must be
restore and improve. It is in line with Pak 1986 in Nunan and Lamb 2000: 234, who state that “ultimately, teaching will only probably improve through self-analysis
and self- evaluation”. It is also supported by Wiggins 2008 who states effective self-
assessment and self-adjustment on performance are the key to educate and improve individuals’ performance. As the key in education and improvement, self-assessment
is very helpful for teachers. By gaining feedback from self-analysis and self- assessment, teachers will have information for self-adjustment. Moreover, self-
assessment also provides feedbacks which helps teacher move to self-adjust. Assessment has various forms. According to Brown 2004: 256, assessment
can be in the form of portfolios, journals, conference, interview, observation, selfpeer-assessment. Different from the other forms of assessment, self-assessment
promotes the principle of autonomy and develops natural motivation. Besides, self- assessment also improves individuals’ enjoyment, and understanding. It is stated by
Loannou-Georgiou Pavlou 2003 that self-assessment proposes basic skill as an autonomous learner in their own reflection and regular review and it also develops
individuals’ motivation, enjoyment, and understanding. Self-assessment also allows
individuals to become more responsible for their own learning Keane, 2014. Since
individuals know what goals they want to achieve, self-assessment helps them to become more confidence of their own ability. A
ppropriate goals are important for individuals to decide how to assess realistically and accurately since self-assessment
promotes cycle of learning and self‐confidence Ross, 2006 .
Self-assessment is a cyclical process on gaining information for future change and improvement need. Self-assessment refers to a process that exposes how well
individuals’ understanding on the benchmarks and standards which they want to meet, think about what they are learning, to recognize quality work and to plan how
they can perform better in the future Wiggins, 1998, Rolheiser and Ross, 2001. It must be effective since it is important for wide-ranging decisions about actions in the
past that causes clear benefits for future decision. Self-assessment takes the important role on teacher performance service
development. As professional, English teachers need to improve their knowledge and skill continually through lifelong learning the Indonesian Act on teacher, 2004. It is
in line with Brown 2001:426 who states that one of the most invigorating things about teaching is that you never stop learning. Teacher cannot avoid lifelong learning
activity. They have to update their knowledge, skill and attitude for their own development. They need regular opportunities to update their professional knowledge
and skills Richards, 2001: 206. Lifelong learning can be attained through self- assessment which provides feedback that teachers need to restore and improve their
current teaching performance. Tierney, Carter, and Desai 1991 in Marzano, Pickering and McTighe 1993: 35 state that there is no reason why students cannot
assess themselves on all content and lifelong learning standards. It is also applied to teachers as they are professional who are demanded to do lifelong learning.
Teaching is about performing. Teacher competence which consists of knowledge, skill and attitude can be seen on their performance. Self-assessment is
presented to answer teachers need toward instrument to help them develop their performance as professional. It is in line with Pak 1986 in Nunan and Lamb 2000:
234, who states that “ultimately, teaching will probably only improve through self-
analysis and self- evaluation”. It is also supported by Wiggins, 2008 who states the
effective self-assessment and self-adjustment on performance is the key to educate and improve individuals’ performance. By doing a self- assessment continuously,
teachers are demanded to be familiar in s elf-assessment skills which includes
effective questioning, reflecting, problem-solving, comparative analysing, and the ability to share thoughts in a variety of ways.
Thus, teachers need a self-assessment as an instrument which supports and helps they do lifelong learning.
The result of doing a self-assessment must offer benefits for teachers on monitoring, planning, and carrying out development. Since development means
change, it is defined as a process of becoming better, a realizing of our true and full potential Byomantara Mace as cited in Kenny and Savage, 1997:88. Self-
assessment is presented to facilitate teacher to be aware of their potential since it hands over changes. Self-assessment helps teachers become better. To gain effective
feedback through a self-assessment, it must be done continuously and become a part of teachers
’ working life.
Figure 2.2 The Logic of Assessment Design Wiggins, 1998
As a process of gathering, recording, interpreting, using, and reporting
information about individual’s progress
and achievement, designing a self-assessment requires steps. Based on figure 2.2 above, designing a self-assessment has to begin
by stating a clear, apt, and worthy achievement target Wiggins, 1998. As the desired result, achievement target of the self-assessment describes things to measure for. The
second step is determining the valid and appropriate performance standard. A valid and appropriate performance standard determines how well must the users perform.
The performance standard follows logically from the achievement target Wiggins, 1998. It means that there is a certain standard that lead the users to solve problem
which state before in the achievement target or goal. Another step is deciding criteria and indicators implied by achievement target.
A criterion defines successfulness at meeting the target achievement Wiggins, 1998. Indicator stands for behavior or trait that is typical of the particular performance
being assessed Wiggins, 1998. Next step of designing a self-assessment is suggesting genres, contexts, and content of the self-assessment. This step is used to
refine the list of possible tasks types and contexts Wiggins, 1998. It also used to set a clear standard and criteria that wants to be achieved when doing a self-assessment.
6. The Vocational School
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