쓰기 자기 평가의 경향과 쟁점 연구 - 2015 개정 교육과정에 따른 초등 국어 교과서의 쓰기 자기 평가 활동을 중심으로 -

Abstract

The purpose of this study is to examine the trends and issues of self-evaluation of writing in Korean textbooks. To this end, the self-assessment activities presented in the writing learning unit of the elementary Korean textbook according to the 2015 revised curriculum were analyzed. As a result of the analysis, the characteristics of self-assessment activities of writing in elementary Korean textbooks are as follows. Most of the self-assessment activities in the writing learning unit are structured in such a way that students self-check the text that is the result of their writing performance. Most self-assessment activities are designed to be done after writing the first draft during the course of learning to write. Self-assessment for diagnosing one’s writing knowledge or writing skills and strategies before learning to write and self-assessment for evaluating the level of achievement of standards after learning to write are rarely presented. The self-evaluation of writing in textbooks uses a checklist method in which one of three responses is selected and marked on the given evaluation criteria: very good, good, and average. Based on the characteristics of these self-assessment activities, three issues could be raised in terms of self-directed learning, evaluation as learning, and improvement of writing performance. First, can the self-assessment activities of writing in textbooks promote and strengthen students’ self-directed learning? Second, through the self-assessment of writing, can students obtain information to check and supplement their writing? Third, can students improve their own writing through self-evaluation of writing? In order to improve these problems, it is necessary to organize self-evaluation activities that allow students to evaluate not only the results of their writing but also their writing process and reflect on themselves as writers. In addition, self-assessment activities should be organized in various ways in textbooks according to the writing standards and students’ writing levels and writing attitudes.