초등영어 쓰기 과업에서 동료 평가와 자기 평가의 활용가능성

Investigating the usability of peer- and self-assessment in Primary English writing

In Korean public schools, although on the rise from 30% to 70%, performance assessments effectiveness is questionable. Thus, this study will address the assessment for learning through peers and self assessment on writing tasks. Topics researched include: 1) The degree of correlation between results of students grades, self grading, and grades completed by teachers group, 2) The degree of similarity of peer and self assessment, and 3) Basing on the average, the differences in students grading results after taking the writing tasks in each group. For this study, two 5th graders classes were experimented. One class was asked to assess their peers writing performances whereas the other was asked to assess their own based on four different writing tasks. For data analysis, SPSS, FACETS, and 2-way ANOVA program were used. Results showed 36.8% from the peer assessment group and 55.6% from the self assessment group have a degree of correlation (r≧.40) between students and teachers assessments. Based on assessment indices, capital letters and punctuations have higher correlation. In FACE TS program analysis, both peer and self groups showed similar marking rigidity. Finally, writing tasks 2 and 3 showed differences in marking time.