중등예비교사 학생들의 영어 작문 평가자로서의 가능성과 문제점 탐구

• 영문명: The possibilities and problems of prospective teachers in assessment of English logical writing
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 백지원(Jiwon Paek) 최재호(Jaeho Choi)
• 간행물 정보: 『영어교육연구』제36권 3호, 93~108쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.09.30

국문 초록

With the emphasis on formative assessment and student centered learning, students are encouraged to participate in the assessment process in classrooms. However, reliability and validity of assessment by students have been a major topic of assessment research and classroom practices. This study examines the validity of prospective teachers’ self- and peer-assessment and explore factors influencing their assessment. For the study, 24 English prospective teachers were recruited in the class of English Logical Writing. Participants graded their own essays and peers’ ones, and an instructor graded all the essays as well. The assessment results were compared between self-, peer-, and instructor-assessment. There were significant differences between self- and instructor-assessment and between peer- and instructor-assessment. However, self-assessment and peer-assessment were not significantly different to each other. Follow-up interviews were done to find psychological factors influencing students’ grading. Three psychological themes were found to influence peer-grading: competence of writing and assessment, concern for peers, and exclusion of assessment results from class grading. The findings are presented with implications and suggestions for research and classroom practices.

목차

Ⅰ. 서 론

Ⅱ. 연구 배경

Ⅲ. 연구 방법론

Ⅳ. 연구 결과와 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

중등영어 예비교사 영어 작문 평가 자기 평가 동료 평가 교수 평가 prospective English teacher English writing assessment self-assessment peer-assessment instructor-assessment

참고문헌

• 인지과학
• 영어교육연구
• 영어교육연구
• Studies in English Education
• Studies in English Education
• Language Testing
• Language Testing
• Cambridge University Press
• Asia-Pacific Research
• Language Testing