예비 국어교사의 쓰기 평가 효능감과 쓰기평가 수행에 대한 연구

Abstract

In this study, the efficacy of writing evaluation was noted to findempirical connotations for the professional development of writingevaluation of prospective Korean language teachers. Specifically, thepurpose of the study was to collect variables such as the effectiveness ofwriting evaluation by prospective Korean language teachers, thedifficulties they experienced in the writing evaluation process andopinions on their experiences in conducting writing evaluations, andconsistency and rigor in the results of writing evaluations. The groupcomparison looked at the efficacy and rigour of the writing evaluation,the difficulty of feeling subjective by the assessment category, and thesuitability of performing the actual grading, and found no relevance in thewriting evaluation efficacy and the rigour shown in the writingevaluation. In addition, the degree of suitability identified for eachassessment category and the degree of ambiguity felt by prospectiveKorean language teachers were also not closely related. In order tointerpret these findings more closely, the difficulties experienced byprospective Korean language teachers in conducting write evaluationswere brought to a free technical response, and the factors related to thesubject of the study were looked at during these responses. Exploring the free technical responses, it was found that the current writing evaluationexperience provided by the College of Education did not suffice to form awriting evaluation efficacy or writing evaluation expertise.