중등예비교사 학생들의 영어 작문 평가자로서의 가능성과 문제점 탐구
The possibilities and problems of prospective teachers in assessment of English logical writing
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With the emphasis on formative assessment and student centered learning, students are encouraged to participate in the assessment process in classrooms. However, reliability and validity of assessment by students have been a major topic of assessment research and classroom practices. This study examines the validity of prospective teachers’ self- and peer-assessment and explore factors influencing their assessment. For the study, 24 English prospective teachers were recruited in the class of English Logical Writing. Participants graded their own essays and peers’ ones, and an instructor graded all the essays as well. The assessment results were compared between self-, peer-, and instructor-assessment. There were significant differences between self- and instructor-assessment and between peer- and instructor-assessment. However, self-assessment and peer-assessment were not significantly different to each other. Follow-up interviews were done to find psychological factors influencing students’ grading. Three psychological themes were found to influence peer-grading: competence of writing and assessment, concern for peers, and exclusion of assessment results from class grading. The findings are presented with implications and suggestions for research and classroom practices.
Abstract
With the emphasis on formative assessment and student centered learning, students are encouraged to participate in the assessment process in classrooms. However, reliability and validity of assessment by students have been a major topic of assessment research and classroom practices. This study examines the validity of prospective teachers’ self- and peer-assessment and explore factors influencing their assessment. For the study, 24 English prospective teachers were recruited in the class of English Logical Writing. Participants graded their own essays and peers’ ones, and an instructor graded all the essays as well. The assessment results were compared between self-, peer-, and instructor-assessment. There were significant differences between self- and instructor-assessment and between peer- and instructor-assessment. However, self-assessment and peer-assessment were not significantly different to each other. Follow-up interviews were done to find psychological factors influencing students’ grading. Three psychological themes were found to influence peer-grading: competence of writing and assessment, concern for peers, and exclusion of assessment results from class grading. The findings are presented with implications and suggestions for research and classroom practices.
참고문헌 (11)
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