쓰기 영역의 수행 평가 방안

This study suggests a system of performance assessment in writing. Recently, writing abilities are defined as social communication abilities in authentic situation, not cognitive and strategical abilities with artificial tasks. And the aims of assessments change from educational administration into improvement of teaching quality and from the scoring or the grading into not only the diagnosis and the cure of students` defaults but also the development of students` merits. Therefore the new system of writing assessment requests both authentic writing performances and educational dispositions. For these requests. I restructure the system of writing assessment to three steps system. First step is assessment of authentic writing abilities through opening portfolios, investigations, interviews, and so on. With this results, we can provide educational dispositions : performances of artificial simulation tasks that can reinform predominant abilities or improve defective abilities. Second step is assessment of restricted writing abilities with artificial simulation tasks. With this results. we cam provide educational dispositions : teaching specific strategies that can support the performance of artificial simulation tasks : brain-storming. mind-mapping and so on. Last, third step is test of acquirement of specific strategies. With this result. we can provide educational dispositions : teaching practice specific strategies. And in this article. also overview practical problems of this assessment system and suggest some tasks for resolves of these problems.