영어 말하기 능력의 다집단 교실 평가 가능성에 대한 연구

Classroom assessment of English oral proficiency: Focusing on self-, peer-, and teacher assessment.

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