영작문 채점 기준표 개발 과정에의 학습자 참여에 대한 연구

Exploring learners" participation in the development of the scoring rubric for EFL essay-writing assessment

  This study explores learners" engagement in the development of the scoring rubric for essay-writing assessment. The current study purports to investigate: 1) the number of analytic features learners identify in their own rubric and the scale they employ for holistic score decision, 2) the inter-rater difference in holistic scores when they use the TWE (Test of Written English) rubric and their own rubric and 3) learners" perceptions about their benchmark development. Thirty-eight EFL students participated in the research. As nineteen pair groups created their own scoring rubric, each group member independently scored two essays learners brought for research purpose, rating one with the TWE rubric and the other with their own benchmark. The result showed that learners developed a variety of analytic features and that they identified a large number of analytic features in the content area. While some groups dependent on their impressionistic judgment in a holistic decision attempted to give equal weight to every analytic feature, the other groups which summed up analytic scores for a holistic score gave more weight to content. In addition, inter-rater difference became small when learners used their own rubric. Finally, learners responded that content is the most challengeable area in their assessment and in their rubric development.