본문 바로가기
KERD
논문KCI 등재

Effects of Rubric-Referenced Self-Assessment Training on Korean High School Students’ English Writing

김진숙
한국영어교육학회 (Korea Association Of Teachers Of English)|2019.09|영어교육 (English Teaching)|제74권 제3호|pp. 79-111

1

조회

0

다운로드

5

인용

0

참고문헌

키워드

autonomyformative assessmentself-regulated learningalternative assessmentrubric-referenced self-assessmentpromoting learning
주제분류영어와문학

초록

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

Abstract

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

참고문헌 (56)

  1. Andrade, H., "Using rubrics to promote thinking and learning", Educational Leadership, 57(5), pp.13~19 (2000)
  2. Andrade, H., "The trouble with a narrow view of rubrics", The English Journal, 95(6), pp.9~9 (2006)
  3. Andrade, H., "Student perspectives on rubric-referenced assessment. Practical Assessment", Research & Evaluation, 10(3), pp.1~11 (2005)
  4. Andrade, H., "Rubric-referenced self-assessment and middle school students’ writing", Assessment in Education: Principles, Policy & Practice, 17(2), pp.199~214 (2010)
  5. Andrade, H., "Putting rubrics to the test : The effect of a model, criteria generation, and rubric‐referenced self‐assessment on elementary school students’ writing", Educational Measurement : Issues and Practice, 27(2), pp.3~13 (2008)
  6. Arter, J., "Scoring rubrics in the classroom : Using performance criteria for assessing and improving student performance" (2002), Corwin Press
  7. Black, P., "Inside the black box : Raising standards through classroom assessment" (2005), Granada Learning
  8. Bolhuis, S., "Towards process-oriented teaching for self-directed lifelong learning : A multidimensional perspective", Learning and Instruction, 13(3), pp.327~347 (2003)
  9. Boud, D., "Enhancing learning through self-assessment" (1995), Kogan Page
  10. Boud, D., "Sustainable assessment : Rethinking assessment for the learning society", Studies in Continuing Education, 22(2), pp.151~167 (2000)
  11. Boud, D., "Quantitative studies of student self-assessment in higher education : A critical analysis of findings", Higher Education, 18(5), pp.529~549 (1989)
  12. Boud, D., "Aligning assessment with long‐term learning", Assessment & Evaluation in Higher Education, 31(4), pp.399~413 (2006)
  13. Brookfield, S. D., "International handbook of education for the changing world of work: Bridging academic and vocational learning (Vol. 1)", pp.2615~2627 (2009), Springer Science & Business Media
  14. Busching, B., "Grading inquiry projects", New Directions for Teaching and Learning, 74(2), pp.89~96 (1998)
  15. Butler, Y. G., "The effects of self-assessment among young learners of English", Language Testing, 27(1), pp.5~31 (2010)
  16. Carless, D. R., "The ‘mini-viva’ as a tool to enhance assessment for learning", Assessment & Evaluation in Higher Education, 27(4), pp.353~363 (2002)
  17. Carver, C. S., "Attention and self-regulation: A control-theory approach to human behavior" (1981), Springer Science & Business Media
  18. Dann, R., "Promoting assessment as learning: Improving the learning process" (2012), Routledge
  19. Dickinson, L., "Learning how to learn : Steps towards self-direction in foreign language learning in schools", English Language Teaching Journal, 35(1), pp.1~7 (1980)
  20. Gipps, C., "International handbook of educational evaluation", pp.549~575 (2003), Springer Science & Business Media
  21. Hafner, J., "Quantitative analysis of the rubric as an assessment tool : An empirical study of student peer‐group rating", International Journal of Science Education, 25(12), pp.1509~1528 (2003)
  22. Harris, M., "Self-assessment of language learning in formal settings", ELT Journal, 51(1), pp.12~20 (1997)
  23. Housen, A., "Complexity, accuracy, and fluency in second language acquisition", Applied Linguistics, 30(4), pp.461~473 (2009)
  24. Javaherbakhsh, M. R., "The impact of self-assessment on Iranian EFL learners’writing skill", English Language Teaching, 3(2), pp.213~218 (2010)
  25. Johnson, R. L., "The relation between score resolution methods and interrater reliability : An empirical study of an analytic scoring rubric", Applied Measurement in Education, 13(2), pp.121~138 (2000)
  26. 강후동, "Online Support for Oral Presentation Skills in a Framework of Portfolio Assessment", 영어교육연구, 16(2), pp.29~48 (2004), 팬코리아영어교육학회
  27. 김현주, "Peer Assessment in a University Writing Class", Foreign Languages Education, 23(1), pp.47~65 (2016), 한국외국어교육학회
  28. Kim, J. S., "Effects of rubric-referenced self-assessment on Korean high school students’ English writing", master’s, pp.2014
  29. Knight, P., "Assessment for learning in higher education" (2012), Routledge
  30. Kostons, D., "Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning", Learning and Instruction, 22(2), pp.121~132 (2012)
  31. Lee, I., "Assessment for learning : Integrating assessment, teaching, and learning in the ESL", EFL writing classroom, 2007, pp.64(1), 199~213
  32. McDonald, B., "The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations", Assessment in Education: Principles, Policy & Practice, 10(2), pp.209~220 (2003)
  33. McNamara, T., "Editorial : Rethinking alternative assessment", Language Testing, 18(4), pp.329~332 (2001)
  34. Nicol, D., "Formative assessment and self-regulated learning : A model and seven principles of good feedback practice", Studies in Higher Education, 31(2), pp.199~218 (2006)
  35. Orsmond, P., "The use of student derived marking criteria in peer and self-assessment", Assessment & Evaluation in Higher Education, 25(1), pp.23~38 (2000)
  36. Oscarson, A. D., "Self-assessment of writing in learning English as a foreign language: A study at the upper secondary school level" (2009), University of Göteborgs Press
  37. Oscarson, M., "Self-assessment of language proficiency : Rationale and applications", Language Testing, 6(1), pp.1~13 (1989)
  38. Paris, S. G., "Classroom applications of research on self-regulated learning", Educational Psychology, 36(2), pp.89~101 (2001)
  39. Patri, M., "The influence of peer feedback on self-and peer-assessment of oral skills", Language Testing, 19(2), pp.109~131 (2002)
  40. Perlman, C. C., "Understanding scoring rubrics: A guide for teachers", pp.5~13 (2002), University of Maryland Press
  41. Pintrich, P. R., "Understanding self-regulated learning" (1995), Jossey-Bass
  42. Quinlan, A., "Assessment made easy: Scoring rubrics for teachers from K-college" (2006), Rowman & Littlefield Education
  43. Ross, J. A., "The reliability, validity, and utility of self-assessment", Practical Assessment, Research & Evaluation, 11(10), pp.1~13 (2006)
  44. Ross, J. A., "Effects of self-evaluation training on narrative writing", Assessing Writing, 6(1), pp.107~132 (1999)
  45. Sadler, D. R., "Formative assessment and the design of instructional systems", Instructional Science, 18(2), pp.119~144 (1989)
  46. Sadler, P. M., "The impact of self-and peer-grading on student learning", Educational Assessment, 11(1), pp.1~31 (2006)
  47. Schunk, D. H., "Goal and self-evaluative influences during children’s cognitive skill learning", American Educational Research Journal, 33(2), pp.359~382 (1996)
  48. Schunk, D. H., "Self-efficacy for reading and writing : Influence of modeling, goal setting, and self-evaluation", Reading &Writing Quarterly, 19(2), pp.159~172 (2003)
  49. English writing assessment manual for National English Ability Test (NEAT) preparation: For high school, "Shin. D. K.", Korean Institute for Curriculum and Evaluation, ~, pp.ORM 2012-6703 (2012)
  50. Stobart, G., "Assessment and learning", pp.133~146 (2006), SAGE
  51. Taras, M., "Student self-assessment : Processes and consequences", Teaching in Higher Education, 15(2), pp.199~209 (2010)
  52. Wolfe-Quintero, K., "Second language development in writing: Measures of fluency, accuracy, & complexity" (1998), University of Hawaii Press
  53. Zimmerman, B. J., "Development of self-regulated learning: Which are the key subprocesses?", Contemporary Educational Psychology, 16(3), pp.307~313 (1986)
  54. Zimmerman, B. J., "Handbook of self-regulation", pp.13~39 (2000), Academic
  55. Zimmerman, B. J., "Self-regulated learning and academic achievement: Theoretical perspectives", pp.289~307 (2001), Routledge
  56. Zimmerman, B. J., "Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development", pp.323~349 (2004), Routledge

관련 논문AI추천

Exploring Middle School Students’ Use of Scoring Rubrics for Improving English Writing박지희, 임현우외국어교육연구소 · 외국어교육연구2020 · 제34권 제2호Self-Assessment in a Korean Online University EFL Writing Classroom박수정외국학연구소 · 외국학연구2014 · 제29호Peer/Teacher-Assessment Using Criteria in the EFL Classroom for Developing Students’ L2 Writing정미영범태평양 응용언어학회 · Journal of Pan-Pacific Association of Applied Linguistics2016 · 제20권 제1호The effects of scoring on Korean EFL student writing in formative assessment조수경현대영어교육학회 · 현대영어교육2016 · 제17권 제4호A Study on the Role of Peer Feedback in High School Learners’ Writing김경숙, 서영미한국현대언어학회 · 언어연구2016 · 제32권 제3호Self-regulated Learning Strategies and Self-efficacy in a Korean EFL Writing Context조영아대한영어영문학회 · 영어영문학연구2022 · 제64권 제3호

이 간행물의 다른 논문 (6건)

Lexical Richness in EFL Undergraduate Students’ Academic Writing하혜승pp. 3-28Structural Use of Lexical Bundles in the Rhetorical Moves of L1 and L2 Academic Writing홍지윤pp. 29-54A Search for EFL College Students’ Culture-Related Rhetorical Templates of Argumentative Writing허명혜, 이인환pp. 55-77Challenges and Trials: Implementing Localized TBLT for Novice L2 Learners Throughout Three Semesters김나영pp. 113-139Alternative vocabulary learning approaches in EFL setting: Bottom–up or top-town?이정원, 윤경옥pp. 141-160
원문 보기