국어과 화법 수행 평가 계획의 실태와 개선 방향

Abstract

This study analyzed 150 Korean language assessment plans for 5 semesters of thirty schools posted on the web sites called Hakgyo-alrimi, with the purpose of investigating the speech communication assessment plans implemented at the schools. The analysis showed that the assessment at schools were conducted by teachers in an analytical way. Among the discourse patterns, the assessment is mainly focused on oral presentation, followed by task assessment for achievement standard of the listening-speaking domain. Additionally, a domain-integrative task assessment was also conducted depending on the teaching-learning objectives, however there was no subject-integrative assesment. The problems with the recent Korean speech communication assessment and suggestions for the future is presented as follows. First, many schools have no assessment plan for the performance of Korean speech communication. Speech performance assessment should be conducted at least once a semester. Second, the weight of the speech performance assessment is too low among the total Korean assessment. Korean assessment should be balanced among the various domains. Third, speech communication assessment tasks are provided unclearly. At the beginning of a new semester, from the stage of assessment planning, tasks should be provided clearly according to the assessment plan. Fourth, there are not many domain-integrative tasks. Research is needed on the relative weight of solitary and integrative assessment, in terms of speech communication assessment. Fifth, the criteria for speech communication assessment is not valid in many cases. Detailed instructions for Korean performance assessment and education for changing the teachers’ thinking about the speech communication assesment are needed.