핵심역량 신장을 위한 중학교 영어 교실평가 개발 및 시행의 특징

The characteristics of developing and administering Engilish classroom assessment to enhance core competencies at middle schools

The present study was designed to explore the characteristics of developing and administering English classroom assessments to enhance core competencies at middle schools. The purpose of the study was threefold. First, it was to identify the difficulty of developing English classroom assessments to enhance core competencies in terms of teachers’ viewpoints. Secondly, it was to examine the difficulty in administering assessments. Lastly, it was to explore ways to lesson these difficulties. This study focused on ‘communication competency’ and ‘social competency’ among the competencies presented in the 2015 Revised National Curriculum, which is widely regarded as a competency-based curriculum. This study is an action research which was undertaken by teachers who were working alongside the researcher. The assessment was a performance based English classroom assessment which could be used as a formative tool. Diary, classroom observation and group interviews with the working group teachers were employed to collect data. The difficulties of developing and administering the assessment and ideas for improvement were discussed from teachers’ perspectives. It is expected that the outcomes can work for assessment as learning by understanding the characteristics of developing and administering English classroom assessments to foster core competencies.