Exploring English Teachers’ Beliefs and Practices of Formative Assessment in Korean Junior Secondary Schools

• 발행기관: 한국영어교육연구학회
• 저자명: Youn-hee Kim
• 간행물 정보: 『영어교육연구』제56호, 43~58쪽, 전체 16쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2025.06.30

국문 초록

This study explores the beliefs and classroom practices of English teachers in Korean junior secondary schools regarding formative assessment. Utilizing a mixed-methods approach, the research collected data through teacher questionnaires and the analysis of authentic assessment materials. Findings revealed a strong theoretical support of formative assessment but a limited and inconsistent application in practice. Although teachers acknowledged its value in fostering student learning and informing instruction, their materials often reflected summative approaches. Structural constraints such as time pressure, large class sizes, and high-stakes testing environments further hindered implementation. However, isolated examples of innovative practice suggest that formative assessment can be meaningfully integrated with adequate support and professional agency. This study underscores the importance of aligning teacher training, policy frameworks, and classroom realities to bridge the gap between formative ideals and actual pedagogy in the Korean EFL context.

목차

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Method

Ⅳ. Results

Ⅴ. Discussion

Ⅵ. Conclusion

REFERENCES

키워드

formative assessment teacher beliefs classroom practice English language teaching EFL