한국어 교사의 쓰기 평가 효능감과 평가 특성 연구

Assessment Self-Efficacy and Evaluation Characteristics of Korean Language Teachers in Writing Assessment

In this study, we analyzed writing assessment self-efficacy of Korean language teachers and their evaluation characteristics. Our purpose was to collect information about raters and to gain a basic understanding of Korean writing assessment and training for raters. To do this, we split 39 Korean language teachers into three groups based on experience and asked them to complete a Korean writing assessment self-efficacy examination and to actually evaluate a composition. The results were then analyzed using FACETS, a statistics program which uses the “Many-facet Rasch Model” There was a noticeable difference between the group of teachers with less than two years of experience (A) and the two groups of teachers with more than two years of experience (B, C). There was a larger difference in “general writing assessment self-efficacy” than “practical writing assessment self-efficacy.” The three groups showed differences as to their strictness in using evaluation criteria. This creates a connection between writing assessment ability and writing assessment self-efficacy. The three groups also showed differences in suitable consistency. Teachers with more experience showed more suitable consistency. The group of teachers with less than two years of experience (A) showed over-fitted and mis-fitted consistency, causing a statistical difference in “general writing assessment self-efficacy.” Because writing assessment self-efficacy and assessment ability affect one another, there needs to be more training for Korean language teachers based on this type of writing assessment self-efficacy and evaluation characteristics.