HARTONO, HENY (2020) Self-Reflective Assessment for In-Service Teachers of Immersion Program in Indonesia. In: Language Testing and Assessment: Practices and Challenges in the 21st Century. Universitas Katolik Soegijapranata, pp. 1-12. ISBN 978-623-7635-38-3 (PDF)

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Abstract

Self-reflective assessment provides a space for teachers to see the potential areas for them to improve. However, teacher’s self-reflective assessment can be subjective due to some factors. Teachers sometimes are not really certain with their own competences. They can rate themselves too high or too low. Despite this fact, self-assessment is beneficial to teachers. This paper is presenting the results of a study aimed to know the in-service teachers’ level of communicative competence, how teachers perceive their communicative competences through self-reflective assessment, and how teachers perceive the self-reflective assessment. Sequential explanatory research method was used in this study with closed-ended questionnaire and FGD as the main instruments. The results of the study show that teachers under this study are considered as moderate communicators with an average score of 3.5. Teachers under this category are considered to be between the moderate and competent level. Teacher’s perspectives towards their communicative competence were influenced by their experience, language aptitude, and self-efficacy. Teacher self-reflective assessment is seen as beneficial for teacher professional development.

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