쓰기검사에서 글씨체가 평가결과에 미치는 영향

Abstract

Objectives: The aim of this study was to investigate the effects of handwriting on the writing assess-ment, according to whether the handwriting is excellent or bad. Methods: A total of 24 elementary and middle school teachers participated in this study and assessed 6 original writings and 6 transcriptions of the same original writings using the HWP 2007 program. Six writings were collected from elementary students of 4th to 6th grades, 3 of 6 students presented with excellent handwriting and 3 of 6 with bad handwriting. The assessments were done according to the standards of propositional knowledge assessment (You & Jeong, 2008).Results: In the excellent handwritings, the rules of orthography and the contents of introduction of the original writings were scored higher than those in the transcriptions. The difference between tran-scription and original writing showed minus scores in original writing assessments and plus scores in transcription assessments. In the propositional knowledge score and its subscales scores - content knowledge, text knowledge, language knowledge and text context knowledge -, were differences in transcription assessments significantly higher than those in original writing assessments. Several as-sessment indices - clarity of the ending, contents of introduction, appropriate contents, rules of or-thography, structured composition and various vocabularies showed significantly higher differences in transcription assessments than those in original writing assessments.Conclusions: The excellent handwriting could be assessed high and the bad handwriting could be as-sessed low. These results suggest that we should consider the effects of handwriting factors on the re-sults of writing assessment and that the transcription could be used for an accurate writing assessment.