영어 말하기 능력의 다집단 교실 평가 가능성에 대한 연구

• 영문명: Classroom assessment of English oral proficiency: Focusing on self-, peer-, and teacher assessment.
• 발행기관: 팬코리아영어교육학회
• 저자명: 이희경(Lee, Hee-Kyung) 김진희(Kim, Jin-Hee)
• 간행물 정보: 『영어교육연구』제21권 4호, 241~264쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.12.30

영문 초록

The study arms to see the feasibility of multi-group classroom assesment in shich all parties of subjects participating in teachng and learning English in the classroom contribute to the evaluation of students' oral English proficiency With the arm, the study looked at various groups' grading results and behavior including peers, learners themselves, a native English sub teacher, and a non-native English teacher The groups graded oral proficiency of 60 secondary school students who attended a rural public school and the grading results were compared In general, the grading results of peer-assessment were similar to those of self-assessment Yet, when classified into three groups according to their general English proficiency, the peers showed differences in the grding the more advanced their Dnglish proficiency was, the more severly they marked On the other hand, the native English sub teacher showed great differences in the grading results from those of the Korean teacher of English In general, the Korean teacher was the most severe As a whole, the low proficient peer group was the most lenient, followed by the native English sub teacher Based on the results, the paper discusses issues and concerns on the multi-group classroom assesment and proposes implications for further resarch

키워드

교실평가(classroom assessment) 자기평가(self-assessment) 동료 평가(peer-assessment) 영어 말하기평가(oral English performance assessment) 한국인 교사와 원어민 교사(NS and NNS)