초등영어 학습도구로서 자기평가의 제작 방향

Guidelines for self-assessment item format construction in the object of assessment as learning

Self-assessment has been introduced in primary English education in line with growing interest in learner-centered language teaching and Assessment as Learning. Despite the widespread adoption in textbooks, self-assessment item format seems to have limited context and information for students to diagnose and reflect on their learning. The aim of this study is to suggest guidelines on self-assessment in terms of item format construction. Two item formats(specific / abstract) were administered to 4th grade experimental and control groups each comprised of 11 students. Pearson correlation coefficient was used to represent the validity of self-diagnosis compared with teacher s. Levels of reflection were also examined through qualitative analysis of questionnaires and interview responses. Findings suggest that specific form provided students of all levels clear standard for objective diagnosis. Abstract form, however, led to subjective grading with intervention of learner variables. As for reflection, specific format was particularly significant for low level learners reflection who lacked learning strategies. On the basis of results, reexamination and further revision of item formats are required to promote self-assessment as learning.