영미시 평가 체제의 신뢰도 탐색 및 영미시 평가에 대한 학습자들의 인식 조사
Exploring the Reliability of an English Poetry Assessment and Students’ Perceptions of the Assessment
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study attempts to explore the reliability of the English poetry assessment and students’ perceptions of the assessment. The study has two research questions. First, does the English poetry assessment yield acceptable psychometric reliability? Second, how do learners who conducted self- and peer-rating perceive the English poetry assessment? Forty-nine university students wrote their own poems, conducted self- and peer-assessment with a given rubric, and responded to a questionnaire which measured whether they had self-confidence in the accuracy of their rating and how they viewed creativity assessment in English poetry. For research question 1, the researcher conducted FACETS analyses and found that inter-rater differences among self, peer, and expert rater were not so notable, which led to a decent degree of reliability. Four sub-areas (task observance, metaphor use, organization, creative language use) except accuracy were judged as fitting areas. For research question 2, the researcher found that students had relatively low confidence in their ratings of the poetry assessment. Students considered creative language use, metaphor use, poetic imagery and its acceptability to readers, innovative approach to the poetic theme in assessing creativity in English poetry.
Abstract
This study attempts to explore the reliability of the English poetry assessment and students’ perceptions of the assessment. The study has two research questions. First, does the English poetry assessment yield acceptable psychometric reliability? Second, how do learners who conducted self- and peer-rating perceive the English poetry assessment? Forty-nine university students wrote their own poems, conducted self- and peer-assessment with a given rubric, and responded to a questionnaire which measured whether they had self-confidence in the accuracy of their rating and how they viewed creativity assessment in English poetry. For research question 1, the researcher conducted FACETS analyses and found that inter-rater differences among self, peer, and expert rater were not so notable, which led to a decent degree of reliability. Four sub-areas (task observance, metaphor use, organization, creative language use) except accuracy were judged as fitting areas. For research question 2, the researcher found that students had relatively low confidence in their ratings of the poetry assessment. Students considered creative language use, metaphor use, poetic imagery and its acceptability to readers, innovative approach to the poetic theme in assessing creativity in English poetry.
참고문헌 (27)
- 박병희, "시와 영어교육 : 영시를 활용한 영어교육 방법" (2008), 울산대학교출판부
- 박연성, "Using Poetry in English Education", 영어영문학21, 17(2), pp.217~235 (2004), 21세기영어영문학회
- 어도선, "영미시 교육과 영미시 활용: 정의적, 인문학적, 영어교육적 관점을 통합한 영미시 교육 방법론", 영미문학교육, 11(1), pp.67~105 (2007), 한국영미문학교육학회
- 이호, "영작문에서의 대면평가와 익명평가의 비교 연구", 영어학, 9(3), pp.403~427 (2009), 한국영어학회[DOI]
- 이호, "학습자 제작에 의한 채점 기준표를 활용한 대학생의 영어드라마 창의성 평가", 영어영문학21, 32(2), pp.349~372 (2019), 21세기영어영문학회[DOI]
- 이호, "예비 영어교사 주도에 의한 영미시 평가표 제작 및 평가 수행에 관한 연구", 영어어문교육, 17(4), pp.339~356 (2011), 한국영어어문교육학회
- 정경미, "실용적 영어 학습을 위한 영미시 교육방법", 영어영문학, 19(4), pp.301~318 (2014), 미래영어영문학회
- 조일제, "학습자 활동 중심의 (영)시 지도법과 언어교육" (2005), 한국문화사
- 최연희, "Rating Performance of EFL Teachers in Writing Assessment: Comparison of Experienced and Novice Raters", 교과교육학연구, 17(1), pp.199~215 (2013), 교과교육연구소[DOI]
- Antika, R., "Poetry in EFL Classroom", TELL-US JOURNAL, 2(2), pp.20~35 (2016)
- Benton, P., "Unweaving the rainbow : poetry teaching in the secondary school I", Oxford Review of Education, 25(4), pp.521~531 (1999)
- Dymoke, S., "Taking poetry off its pedestal : The place of poetry writing in an assessment-driven curriculum", English in Education, 35(3), pp.32~41 (2001)
- Griswold, A., "Assessment lists : One solution for evaluating student poetry", The English Journal, 96(1), pp.70~75 (2006)
- Iida, A., "Poetry writing as expressive pedagogy in an EFL context : Identifying possible assessment tools for haiku poetry in EFL freshman college writing", Assessing Writing, 13, pp.171~179 (2008)
- Kaufman, J. C., "Essentials of creativity assessment" (2008), Wiley
- Lafreniere, D., "‘If you can call it poem’ : toward a framework for the assessment of arts-based works", Qualitative Research, 13(3), pp.318~336 (2012)
- Locke, T., "Assessing student poetry : Balancing the demands of two masters", English Teaching : Practice and Critique, 12(1), pp.23~45 (2013)
- Long, H., "More than appropriateness and novelty : Judges’ criteria of assessing creative products in science tasks", Thinking Skills and Creativity, 13, pp.183~194 (2014)
- Long, H., "Rater effects in creativity assessment : A mixed methods", Thinking Skills and Creativity, 15, pp.13~25 (2015)
- McNamara, T., "Measuring second language performance" (1996), Addison Wesley Longman
- Mozaffari, H., "An analytical rubric for assessing creativity in creative writing", Theory and Practice in Language Studies, 3(12), pp.2214~2219 (2013)
- Paran, A., "Testing the untestable in language education", pp.143~164 (2010), Multilingual Matters
- Plucker, J. A., "Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research", Educational Psychologist, 39, pp.83~96 (2004)
- Spiro, J., "Testing the untestable in language education", pp.165~190 (2010), Multilingual Matters
- Sundusiah, S., "Indonesian senior high school student’s perspective of the poetry teacher’s role in authentic assessment of poetry writing", Journal of Poetry Therapy, 32(1), pp.37~52 (2019)
- Tung, C. K., "Assessment of creative writing : The case of Singapore secondary Chinese language curriculum", Universal Journal of Educational Research, 3(10), pp.655~662 (2015)
- Xerri, D., "Colluding in the ‘torture’ of poetry : Shared beliefs and assessment", English in Education, 47(2), pp.134~146 (2013)