were also expected to give suggestion for the self-assessment development. Data that gathered from both closed-ended and open-ended questionnaires were used as the
input to revise and improve the iconic assessment model.
2. Instrument in Revising and Improving the Iconic Model
In order to get the final iconic of the self-assessment, the researcher distributed user validation questionnaire. This questionnaire consisted of both open-ended and
closed-ended questionnaire. In the first part, the respondents were asked to state their degree of agreement on applicability and feasibility of the competence-based self-
assessment. They needed to choose 1 to 5 degrees of agreement. The second part was open-ended questionnaire which included several essay questions which asked
respondents’ comments and suggestions for the development of the iconic assessment model. Data that gained from both closed-ended and open questionnaires were used
as feedback for the final version of the self-assessment model.
Table 3.3 The Blueprint of User Validation
Target Respondents
Required Information
Indicator Question
Type Item
English Teacher of
the Vocational
School The use of
assessment is reflected
on the competence-
based self- assessment
model The self-assessment would help me to watch
my performance. The self-assessment would help me to
identify standards of competences as an English teacher.
The self-assessment allows me to describe my strengths.
The self-assessment allows me to describe my weaknesses.
Closed form
Closed form
Closed form
Closed form
1 2
3 4
Autonomy The self-assessment allows me to assess my
performance continually. Closed
form 5
The self-assessment develops my motivation.
The self-assessment develops my enjoyment.
The self-assessment develops my understanding.
The self-assessment develops my responsibility
Closed form
Closed form
Closed form
Closed form
6 7
8 9
Qualified feedbacks
The self-assessment provides quality feedback
The self-assessment provides information about I have done
The self-assessment provides information about I haven’t done
Feedback of the self-assessment improves my performance.
Feedback of the self-assessment helps me to self-adjust.
Closed form
Closed form
Closed form
Closed form
Closed form
10 11
12 13
14 Correlation
between teacher
competence with criteria
of a good assessment
The content of the self-assessment helps me to identify areas of performance to be
improved
The categories of the self-assessment describe my competence scope as an English
teacher of vocational school
Standards of the self-assessment represent my competence goals to achieve as an
English teacher of vocational school
Statementselements are clear. Statementselements are understandable.
Statementselements are relevant in my daily activity.
Statementselements show area of my performance as an English teacher of
vocational school.
The reflection box gives me space to reflect my performance during a semester.
Closed form
Closed form
Closed form
Closed form
Closed form
Closed form
Closed form
Closed form
15
16
17
18 19
20 21
22
Feasibility The design colours, icons, fonts, and boxes
is suitable for me as an English teacher of vocational school
The layout is interesting. The self-assessment is easy to do.
The self-assessment is feasible to be implemented in vocational school.
Closed form
Closed form
Closed form
Closed form
23
24 25
26 Users’
Opinion Generally, the self-assessment is effective to
improve my performance as an English teacher of vocational school.
In general, how do you assess your performance using competence-based self-
assessment?
Is there any difficulty in using competence- based self-assessment?
What isare the advantages of using competence-based self-assessment?
What isare the disadvantages of using competence-based self-assessment?
State your suggestions for assessing English teachers’ performance using competence-
based self-assessment? Closed
form
Open form
Open form
Open form
Open form
Open form
27
Open ed
Q1, Q2,
Q3, Q4
and Q5
Those indicators in the user validation questionnaire were split from five sub concepts which were the use of assessment is reflected on the competence-based self-
assessment model, autonomy, qualified feedbacks, correlation between teacher competence with criteria of a good assessment, feasibility and
users’ opinion see appendix 2. In the close-ended part, there were 27 indicators which were needed to
respond by the users. The researcher also provided 5 questions in the open-ended part of the user validation questionnaire. Those questions were questioned about how they
use the self-assessment included its difficulty, advantages, and disadvantages. Users were also asked to give suggestions which important for improvement need.
Table 3.4 Data Collection
Instrument Item
Respondents Time
Data Obtained
Aim RQ
Question- naire for
Expert Validation
18 close- ended
questionnaire items and 3
open-ended questionnaire
items A lecturer of
Respati University,
Three English
teachers of the
Vocational School
November 2014, In
Prelimi- nary Field
Testing Step
Opinions comments,
and suggestions
from the experts to the
designed assessment
model To
revise the
initial iconic
model RQ
1
Question- naire for
User Validation
27 close- ended
questionnaire items and 5
open-ended questionnaire
items 15 English
teachers from some
different vocational
school January
2015, In Main Field
Testing Step
Opinions comments,
and suggestions
from the users improve the
revised iconic model for the
final version of the self-
assessment model
To improve
the revised iconic
model for the final
version of the self-
assessment model
RQ 2
Table above describes how the instruments were used in the research to gather data. In gathering data to answer the first research question, the researcher used 18
close-ended items and 3 open-ended items. Both questionnaires were distributed to a lecturer of Respati University and 3 English teachers of two different vocational
schools. Those questionnaire gained data in the form of opinions, comments and suggestions which were gathered in November 2014.
To improve the revised iconic model for the final version of the self- assessment, the researcher
needed users’ opinion, comment and suggestion. Users’ opinions, comments and suggestions were gathered from 27 close-ended items and 5
open-ended items of questionnaire. The respondents of this study were 15 English teachers from six different vocational schools.
E. Data Gathering Techniques
