2015 개정 교육과정 기반 중학교 1학년 영어 말하기 수행평가 시행 방안에 대한 델파이 조사 연구
A delphi study on the implementation of English-speaking performance assessment for middle school 1st graders based on 2015 revised English curriculum.
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The main purpose of this study was to investigate how an English speaking performance assessment (ESPA) based on 2015 revised English curriculum could be implemented effectively for middle school 1st graders. Three rounds of a delphi survey were conducted with a panel of 30 English education specialists. The results of the survey showed that, first, the majority of the panel thought that ESPA could function as a direct evaluation of students’ speaking abilities. Second, the panel considered the ‘interviews with the teachers’ as the most appropriate ESPA activity. Third, it was their opinion that ‘two times per semester’ would be most appropriate for implementation of the ESPA. Fourth, they thought that criteria for ESPA should include accuracy as well as fluency of the learner’s language performance. Fifth, the panel thought that topics relating to everyday life would be the most reliable measure for the ESPA task. Sixth, the panel considered the use of an individual feedback sheet as the most appropriate method of providing feedback. Lastly, the panel thought that the high number of students in a class would cause difficulties when implementing the ESPA. Based on this analysis, it was suggested that, for effective implementation of the ESPA, the activity type needs to be diversified, various real-life topics need to be developed, and a new ESPA technique should be researched and designed for large classes.
Abstract
The main purpose of this study was to investigate how an English speaking performance assessment (ESPA) based on 2015 revised English curriculum could be implemented effectively for middle school 1st graders. Three rounds of a delphi survey were conducted with a panel of 30 English education specialists. The results of the survey showed that, first, the majority of the panel thought that ESPA could function as a direct evaluation of students’ speaking abilities. Second, the panel considered the ‘interviews with the teachers’ as the most appropriate ESPA activity. Third, it was their opinion that ‘two times per semester’ would be most appropriate for implementation of the ESPA. Fourth, they thought that criteria for ESPA should include accuracy as well as fluency of the learner’s language performance. Fifth, the panel thought that topics relating to everyday life would be the most reliable measure for the ESPA task. Sixth, the panel considered the use of an individual feedback sheet as the most appropriate method of providing feedback. Lastly, the panel thought that the high number of students in a class would cause difficulties when implementing the ESPA. Based on this analysis, it was suggested that, for effective implementation of the ESPA, the activity type needs to be diversified, various real-life topics need to be developed, and a new ESPA technique should be researched and designed for large classes.
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