韓国人日本語学習者の評価の捉え方の一例 -学習者参加型評価実施のための意識調査結果から-

Abstract

By introducing learner-participating assessment into Japanese classes, teachers can grasp the learner's achievement in order to achieve the goals of the lessons they are taking, and learners can be interested in their own learning. In addition, students' learning ability will be promoted　through the interaction of teachers and learners during the assessment process. This study conducted a survey of Japanese language students at Korean universities as a preparatory step for the introduction of student participation assessment. The results show that learners have active lessons and assessment experience, and that they often aim to improve their Japanese conversation and communication skills through lessons. In addition, "assessment" is expected to be evaluated by "professors" as "paper and performance tests" and "professors" as criteria for assessment. As for assessment, learners understood that professors were a means of grading. Based on this, the significance of mutual assessment between professors and learners, such as learner participation assessment, is examined. It is expected that the introduction of participation assessment and mutual assessment in the course will help Korean Japanese learners improve their self-directed learning skills.