말하기 수행평가의 시행에 영향을 미치는구조 요인 모형 연구
A structural model of factors affecting English speaking performance assessments practice
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This study examined the correlation among English teachers’ perceptions of speaking performance assessments, and identified the effects of such perceptions on their actual assessment practices. The present study surveyed 226 secondary English teachers (119 in middle and 107 in high school) from 5 different districts. To explore the research questions, the data were analyzed using Correlation Analysis and SEM (Structural Equation Model). The findings of the study were as follows: English teachers’ perceptions of their own expertise, the usefulness of such assessments and their infeasibility were significantly correlated to one another. More importantly, English teachers highly equipped with expertise in speaking performance assessment were very willing to carry out speaking performance assessments in the classroom. However, although a majority of English teachers positively perceived its educational effectiveness, English teachers showed slight willingness to implement speaking performance assessment, unless they also felt a large measure of professional competence in that area. The implications of the research findings are discussed, and pedagogical suggestions provided.
Abstract
This study examined the correlation among English teachers’ perceptions of speaking performance assessments, and identified the effects of such perceptions on their actual assessment practices. The present study surveyed 226 secondary English teachers (119 in middle and 107 in high school) from 5 different districts. To explore the research questions, the data were analyzed using Correlation Analysis and SEM (Structural Equation Model). The findings of the study were as follows: English teachers’ perceptions of their own expertise, the usefulness of such assessments and their infeasibility were significantly correlated to one another. More importantly, English teachers highly equipped with expertise in speaking performance assessment were very willing to carry out speaking performance assessments in the classroom. However, although a majority of English teachers positively perceived its educational effectiveness, English teachers showed slight willingness to implement speaking performance assessment, unless they also felt a large measure of professional competence in that area. The implications of the research findings are discussed, and pedagogical suggestions provided.
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