Students’ perspectives on EFL course participation and its assessment: A focus on conversation classes in Gyeong-Gi
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This manuscript explored students’ perspectives of course participation assessment, specificallylooking at a basic EFL undergraduate conversation course, which requires its instructors tomeasure course participation, or contribution. This study investigated students’ knowledge ofand beliefs regarding course participation grading, or assessment, practices through a surveyinstrument. Study findings indicated significant correlation between: the need for ParticipationAssessment Rubric, the need for Strong Disclosure of Participation Assessment Specifics: Valueand Objectives, the need to Convey Instructor Expectations and Philosophy for ParticipationResponsibilities, and Students’ Personality and Individual issues by contingency analysis. Moreover, the study highlighted student opinion regarding participation in terms of contributionto learning, credence in instructor assessment, participation tasks, and openly disclosedassessment by logit regression. Validity was found to have the greatest effect on students’ beliefthat participation is an essential part of an English conversation course. Implications for thefuture direction of participation, especially assessment, were also detailed.
Abstract
This manuscript explored students’ perspectives of course participation assessment, specificallylooking at a basic EFL undergraduate conversation course, which requires its instructors tomeasure course participation, or contribution. This study investigated students’ knowledge ofand beliefs regarding course participation grading, or assessment, practices through a surveyinstrument. Study findings indicated significant correlation between: the need for ParticipationAssessment Rubric, the need for Strong Disclosure of Participation Assessment Specifics: Valueand Objectives, the need to Convey Instructor Expectations and Philosophy for ParticipationResponsibilities, and Students’ Personality and Individual issues by contingency analysis. Moreover, the study highlighted student opinion regarding participation in terms of contributionto learning, credence in instructor assessment, participation tasks, and openly disclosedassessment by logit regression. Validity was found to have the greatest effect on students’ beliefthat participation is an essential part of an English conversation course. Implications for thefuture direction of participation, especially assessment, were also detailed.
참고문헌 (17)
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