고등학생 영어 학습 동기 향상을 위한 과정중심 읽기 수행평가 모형 제안
Suggesting a process-oriented reading assessment model to improve highschool English learners’ motivation
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초록
The purpose of this study is to suggest a process-oriented reading assessment model to help high school students improve their engagement and motivation. For the purpose, a 3-step performance assessment based on the frame of flipped learning was developed and applied in the classroom. In the first step, students read a passage of their own interest and were allowed to access unlimited feedback from the teacher. They then presented a summary or review of their reading passage to the whole class and received peer feedback. Finally, they produced their own UCC, incorporating feedback from the teacher and their peers. After applying the model to reading lessons, surveys and interviews were administered to students and English teachers to examine the effectiveness of the suggested model. The results showed that feedback from various sources provided during the assessment played an important role in the improvement of motivation. In addition, having multiple steps of assessment helped learners to maintain their motivation for the lessons. The findings provide pedagogical implications that teachers need to develop and apply process-oriented assessment and provide informative and essential feedback to help learners increase their motivation.
Abstract
The purpose of this study is to suggest a process-oriented reading assessment model to help high school students improve their engagement and motivation. For the purpose, a 3-step performance assessment based on the frame of flipped learning was developed and applied in the classroom. In the first step, students read a passage of their own interest and were allowed to access unlimited feedback from the teacher. They then presented a summary or review of their reading passage to the whole class and received peer feedback. Finally, they produced their own UCC, incorporating feedback from the teacher and their peers. After applying the model to reading lessons, surveys and interviews were administered to students and English teachers to examine the effectiveness of the suggested model. The results showed that feedback from various sources provided during the assessment played an important role in the improvement of motivation. In addition, having multiple steps of assessment helped learners to maintain their motivation for the lessons. The findings provide pedagogical implications that teachers need to develop and apply process-oriented assessment and provide informative and essential feedback to help learners increase their motivation.
참고문헌 (33)
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