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영어 말하기 능력의 다집단 교실 평가 가능성에 대한 연구 - 자기, 동료, 교사평가를 중심으로 -

Classroom assessment of English oral proficiency: Focusing on self-, peer-, and teacher assessment

김진희|이희경
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2009.12|영어교육연구 (English Language Teaching)|제21권 제4호|pp. 241-264|DOI 10.17936/pkelt.2009.21.4.011

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참고문헌

키워드

교실평가(classroom assessment)자기평가(self-assessment)동료 평가(peer-assessment)영어 말하기평가(oral English performance assessment)한국인 교사와 원어민 교사(NS and NNS)
주제분류영어와문학

초록

Abstract

The study aims to see the feasibility of multi-group classroom assesment in which all parties of subjects participating in teaching and learning English in the classroom contribute to the evaluation of students’ oral English proficiency. With the aim, the study looked at various groups’ grading results and behavior including peers, learners themselves, a native English sub teacher, and a non-native English teacher. The groups graded oral proficiency of 60 secondary school students who attended a rural public school and the grading results were compared. In general, the grading results of peer-assessment were similar to those of self-assessment. Yet, when classified into three groups according to their general English proficiency, the peers showed differences in the grading: the more advanced their English proficiency was, the more severely they marked. On the other hand, the native English sub teacher showed great differences in the grading results from those of the Korean teacher of English. In general, the Korean teacher was the most severe. As a whole, the low proficient peer group was the most lenient, followed by the native English sub teacher. Based on the results, the paper discusses issues and concerns on the multi-group classroom assesment and proposes implications for further research.

참고문헌 (38)

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