메타버스와 인공지능 기반 영어 말하기 평가 문항의 개발 방향 및 향후 과제
Developmental directions of metaverse- and AI-powered English-speaking assessments and future tasks
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New frontiers of world-breakthrough technology, such as Metaverse and AI, have been heralded as a promising future of education, and a revolutionary rethink of how we assess and teach is underway. Against this backdrop, this preliminary research endeavored to explore a new future-oriented model of English-speaking assessment, supported by Metaverse and AI. To this end, the paper is organized into three parts: Part I analyzes the status quo of English-speaking tests hitherto and their main facets; Part II explores a new way forward in redesigning speaking assessment with experiential, multimodal-evoked, and automated potentials; finally, Part III evaluated seven English-speaking assessment items using four previously developed models and our own three new ones. Thirty-four experts judged these items based on three criteria: validity, practicality, and authenticity. The results clearly demonstrate how technology could be used to create virtually authentic speaking contexts for learners. The insights gathered from this from this pioneering research inspire future research attempts in this direction and offer new directions for English-speaking assessment.
Abstract
New frontiers of world-breakthrough technology, such as Metaverse and AI, have been heralded as a promising future of education, and a revolutionary rethink of how we assess and teach is underway. Against this backdrop, this preliminary research endeavored to explore a new future-oriented model of English-speaking assessment, supported by Metaverse and AI. To this end, the paper is organized into three parts: Part I analyzes the status quo of English-speaking tests hitherto and their main facets; Part II explores a new way forward in redesigning speaking assessment with experiential, multimodal-evoked, and automated potentials; finally, Part III evaluated seven English-speaking assessment items using four previously developed models and our own three new ones. Thirty-four experts judged these items based on three criteria: validity, practicality, and authenticity. The results clearly demonstrate how technology could be used to create virtually authentic speaking contexts for learners. The insights gathered from this from this pioneering research inspire future research attempts in this direction and offer new directions for English-speaking assessment.
참고문헌 (37)
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