초등학교 영어과 수행 평가의 서술식 기술 방법에 대한 실태 분석
An Analytic Look at Descriptive Reporting in Elementary School English Performative Assessment
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Abstract
This study aims to demonstrate the fact that the required descriptive method for elementary school English performative assessment creates reliability problems by analyzing on-going assessment materials gathered from schools and investigating the related problems. For this purpose, teachers were surveyed and the results were analyzed. The study collected and analyzed the results of English performance tests based on 424 sixth graders’ achievement and assessment marks conducted by ten teachers in nine different elementary schools. The findings are: (1) the results of the study on intra-rater reliability showed that descriptive assessment was insignificantly affected by the increase in the number of assessments. (2) Rating by more than two assessors increased the reliability of scoring in self-assessment and peer-assessment, but the increase in number of assessors did not always show the increase of consistent correlation.
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