대학생 글쓰기 기초능력 진단평가 방안 연구 - 사례 분석을 통한 진단평가의 개선 방안 고찰 -

Abstract

This research clarifies why diagnostic assessment, is required given the situation around writing education at college level, and how we could raise validity and reliability in the process of development and implementation of diagnostic assessment. This research also discusses how diagnostic assessment can be practically implemented in real life cases. To improve the effectiveness of writing education and diagnostic assessment, this research explores a way to develop a system to assess the basic writing abilities of college students and a way to implement it, with a follow-up process for initial diagnostic assessment. By utilizing diagnostic assessment, teachers can objectively assess the writing abilities of their students, and, based on this, they can provide customized writing courses for the top 10% and bottom 10% of students. Also, by applying the equivalent test to preliminary evaluation and post-evaluation the instructors and their students can assess improvement throughout the course. The students can recognize in detail where they have made improvements and where they have not among different components of writing abilities. Outside of classes, based on the analysis of diagnostic assessment’s preliminary evaluation and post-evaluation, teachers can improve writing education at college level in terms of the course structure, key contents, and teaching strategy. As a result of this cycle, the teachers can continuously enhance the effectiveness of writing education, and can adapt to various situations identified by diagnostic assessment.