고등학교 영어 쓰기 평가에 대한 학생 인식

High school students’ perceptions on English writing assessment in classrooms

This study explored how high school students perceive a classroom-based English writing assessment. For this study, six survey questions were formulated based on the research previously conducted and the responses from 954 high school students at 30 high schools across the country were collected and analyzed. Schools were carefully sampled considering the school types (e.g., a general school, or a school for science or foreign language study, or a school for vocational education) and the locations (e.g., a big city, or a small city, or a rural area). The results of survey indicated that assessing writing occurred at least once a semester in classrooms. It was also shown that the practices of assessing English writing are different according to the locations and types of the schools that students attended. Furthermore, many of the students indicated that their teachers did not assess English writing as often as they should, because assessing English writing in classrooms requires extra time and effort on the part of the teachers’ work. The results are discussed and implications for pedagogy are suggested.