Recently, the movement toward applying performance assessment in Korean schools are actively proceeding. In spite of the validity and positive washback effect of performance assessment in teaching and learning, problems of implementation in schools are often mentioned. In the present paper, I have attempted to investigate the issues in implementing English performance assessment in high school. The issues explored were interrator reliability, testing rubrics and task variation, which are often mentioned to be problematic and propose some suggestions. The major research questions are: 1) How is the interrator reliability among the teachers in grading English writing performance tasks? 2) Is there a correlation between the scores of writing performance tasks and the students’ overall English proficiency, which is the results of multiple-choice questions? 3) What is the relationship between the scores in each assessment factor in analytic scoring rubrics and the overall score of a writing performance task?
Abstract
1. Proficiency Movement and Performance Assessment
2. Setting Up Assessment Standards & Testing Domain
3. Developing Performance Tasks in English Writing for 10th Graders
4. Implementing Performance Assessment
6. Discussion
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