英语论文网

3. Research Design...... 15
3.1 Purpose of the Research .... 15
3.2 Research Questions ..... 15
3.3 Subjects ..... 15
3.3.1 Setting.... 15
3.3.2 Participants ........ 16
3.4 Data Collection...... 16
3.5 Instrument........ 17
3.6 Procedure of Teacher Self-assessment...... 19
4. Data Analysis and Discussion........ 22
4.1 Data Analysis ........ 22
4.2 Findings..... 23
4.3 Discussion ........ 29
5. Conclusion......... 31
5.1 Conclusion....... 31
5.1.1 Major contribution......... 31
5.1.2 Educational implications ..... 31
5.2 Limitations of the Research..... 32
5.3 Further Research Questions .... 33

4. Data analysis and Discussion

4.1 Data Analysis
According the whole self-assessment process, English teachers self-assessment can bedivided into three phases: at the beginning of the semester, during the semester and at theending of the semester. The entire research consists of two semesters: Semester one andsemester two. At the beginning of the semester. Mar.1th.2012 and Sep.1th.2012, according to“English teacher self-assessment form”, three high school English teachers got their scores. 2.During the semester May 10th, 2012 and Nov. 10th, 2012, according to “English teacherself-assessment form”, three high school English teachers got their scores as the followingtable 3 presents. 3. At the end of the semester July, 7th, 2012 and Jan, 10th, 2013,according to “English teacher self-assessment form”, three high school English teachers gottheir scores as the following Tables presents. The details of three teachers’ scores are asfollowing Table 4-1, Table 4-2 and Table 4-2 present.
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Conclusion

Throughout this study quantitative data were gathered and analyzed. This study makecontribution to solve current evaluation system problems, such as, outdated, Limited,evaluative criteria; few shared values about good teaching; hierarchical, one-waycommunication; no differentiation between novice and experiences teachers. Those problemswe have mentioned in chapter one. Conclusions drawn from the results of the investigationanswered the four research questions. The first research question was what impact doesself-assessment have on professional learning? Self-assessment promote teacher PD. Whenteachers used self-assessment turned to be more active, more willing to utilize teaching variesteaching strategies. Teacher’s professional changes were very notable. The second researchquestion was what are the benefits of self-assessment for teacher’s professional development?Self-assessment has no limitation of location and time; self-assessment also related tocolleague communication and cooperation. The third research question is what are theobstacles in teacher self-assessment? The most significant obstacle of self-assessment isdifficult to achieve objectivity. The fourth research question is how can we achieve accurateand objective outcomes in the process of self-assessment? Videos of the classes, portfolio, andopinions from colleagues can assist teachers to achieve accurate self-assessment.
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