자기평가 후 피드백 유형이 쓰기 능력과 쓰기 태도에 미치는 영향

Impact of Feedback Type on Pupils\ Writing Ability and Attitude after Performing Self-Evaluation in Classroom Learning Process

학습자의 글쓰기 능력과 태도는 학습자의 자기평가 피드백 유형에 따라 어떠한 차이가 있는지를 밝히기 위하여 초등학교 5학년을 대상으로 실험연구를 수행했다. 연구결과는 첫째, 쓰기 성취도에 있어서, 자기평가 후 교사 피드백을 받은 집단과 자기평가 후 동료와 교사 피드백을 받은 집단이 자기평가만을 수행한 집단보다 유의하게 높았으며, 자기평가 후 동료 피드백을 받은 집단은 자기평가만을 수행한 집단과 쓰기 성취도에 유의한 차이를 보이지 않았다. 이러한 현상은 평가에 있어서 동료보다는 교사의 정확한 피드백을 신뢰하는 학습자의 특성이 반영된 결과라고 추정된다. 둘째, 태도 점수에 있어서, 자기평가 후 동료 피드백을 받은 집단은 자기평가 후 교사 피드백을 받은 집단이나 자기평가만을 수행한 집단보다 유의하게 높았다. 이는 쓰기 태도에 있어서 교사보다는 동료의 인정을 받고자 하는 학습자의 특성이 반영된 결과라고 해석된다. 따라서 피드백의 유형을 달리하여 자기평가 활동 후 피드백을 제공함으로써 쓰기 학습에서 학습자의 쓰기 능력과 태도를 향상시킬 수 있었다.

The purpose of this research was to investigate how feedback has influence on their own writing ability and attitude after performing self-evaluation in classroom learning process. The research problems were as follows: First, was there any difference in writing achievement scores between feedback-getting learners after self-evaluation and only self-evaluating learners without getting feedback? Secondly, was there any difference in writing attitude scores between feedback-getting learners after self-evaluation and only self-evaluating learners without getting feedback? The subjects in this research were 110 fifth graders(experimental group) from K elementary school and 31 fifth graders(comparative group) from C elementary school. The first type of instruction was consisted of self-evaluation only, and the second was composed of self-evaluation and teachers\ feedback. The third was constituted by self-evaluation and peers\ feedback, and the fourth included self-evaluation and both teachers\ and peers\ feedback. After all the groups assessed their own writings, different feedback was given to each group, Those four groups took writing ability tests(pre-and post-tests). The data were analyzed statistically (descriptive and inferential statistics). The findings of this research were as follows: First, the result of self-evaluation followed by giving feedback was more effective in improving their writing abilities than the result of self- evaluation only. Second, self-evaluation accompanied by giving feedback had a better effect on writing attitude than the use of self-evaluation only. The group taking feedback from their peers after self-evaluation showed better improvement in writing attitude than the group performed self-evaluation only. Those findings suggested that a combination of self- evaluation and feedback had a good influence on improving writing ability and writing attitude. Therefore self-evaluation accompanied by different sorts of feedback was expected to contribute to enhance writing abilities and writing attitude of learners in classroom learning-instructing process.