English teachers. In the last part of the manual book, there were some steps of procedure to facilitate the user to do the self-assessment.
Work book is the most important thing of the competence-based self- assessment since it contained the instrument. This work book consisted of assessing,
scoring and self-reflection section. Assessing section provided the instrument which included three main parts; category, standard and elements. The scoring part was used
to measure users’ performance based on elements that provided in each category of competence. The last part of the work book was self-reflection. This part was
presented in the form of narrative box.
2. Iconic Model of The Competence-Based Self-Assessment
Iconic model was the final version of the model. It needed several validation steps to get the iconic model which were expert and user validation. Expert validation
was conducted in preliminary field testing step. After getting validation from expert, the product needed user validation as a ready-to-use product.
a. Developing a Form of Product
The first version of the English teacher self-assessment was done in this step. This step also called content sequencing
in Kemp’s ID stage. Data and plan that has been formulated before were used to create the first version of the product. The
researcher generated some of English teacher competences to show in the product to be assessed. Competences that were generated should be suitable with the goal of this
product and issue of why this study needed to conduct. Those English teacher
competences which consisted of pedagogic, personality, social and professional were split into eight categories of competences;
students’ diversity and equity, knowledge, technology, communication, evaluation, learning environment, professionalism and
promotion as a good citizen.
b. Preliminary Field Testing
This step was correlated with Development of Instruction step in Kemp ’s ID
stage. In this step, the product was verified by expert. This step was called as expert validation. To validate the product, the researcher distributed close and open-ended
questionnaire for an experienced lecturer and three vocational English teachers. They were considered fully understand about teacher familiar with assessment and
evaluation and had been teaching English for more than 5 years. Design and content of the product as an expected self-assessment model was evaluated in this step. Data
that was gathered from questionnaire was used as feedback. Respondents’ opinions, comments and suggestions were analyzed to revise and
improve the theoretical self-assessment model. The result of this validation was used to revise and improve the first version of the product. There were 18 close-ended
questionnaires to gain data on content and the applicability of the competence-based self-assessment. The were also three items of open-ended questionnaire which
function to obtain the data on expert opinion on the self-assessment model.
c. Main Product Revision
