창의적 글쓰기에 대한 평가 실습 수업 사례 연구
A Case Study of Evaluating Practise Lesson on Creative Writing
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In the advanced research, 12 Korean language teachers were asked to evaluate verbal creativity of the stories that adolescents created. As the result, the inter-rater reliability was high, but the evaluation results of the students with medium-level achievements were not in agreement. It isn’t easy to define ‘Which writing is creative?’, or ‘Which writing is good?’ in a single word. Therefore, this study became aware that there is a necessity of practical training for pre-service teachers to properly evaluate linguistic performance including creative writing in Korean language education. This study introduced the evaluating practise on creative writing in the education evaluation lecture at Collage of Education. In this lesson, 11 collage students, as pre-service teachers, drew up an evaluation rubrics and coordinate the disagreement and evaluated students’ writings through group discussion. It seems desirable to organize the discussional evaluating process which consists of five stages; ‘forming, storming, norming, performing, adjourning’, based on the teamwork theory. Through the practising experience, pre-service teachers could face the actual difficulties of writing evaluation and consider the evaluating expertise in language education.
Abstract
In the advanced research, 12 Korean language teachers were asked to evaluate verbal creativity of the stories that adolescents created. As the result, the inter-rater reliability was high, but the evaluation results of the students with medium-level achievements were not in agreement. It isn’t easy to define ‘Which writing is creative?’, or ‘Which writing is good?’ in a single word. Therefore, this study became aware that there is a necessity of practical training for pre-service teachers to properly evaluate linguistic performance including creative writing in Korean language education. This study introduced the evaluating practise on creative writing in the education evaluation lecture at Collage of Education. In this lesson, 11 collage students, as pre-service teachers, drew up an evaluation rubrics and coordinate the disagreement and evaluated students’ writings through group discussion. It seems desirable to organize the discussional evaluating process which consists of five stages; ‘forming, storming, norming, performing, adjourning’, based on the teamwork theory. Through the practising experience, pre-service teachers could face the actual difficulties of writing evaluation and consider the evaluating expertise in language education.
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