The purpose of this study is to find the mean score for Korean learners’ writing proficiency, objectively and reliably, by comparing the result of holistic and analytic scoring. To this ends, 10 experienced teachers are asked to score 10 Korean learners' writings using holistic and analytic analysis. In the next stage, each score is compared and analyzed. The following are the results: First in order to result in objective and reliable assessment, analytic scoring is more suitable than holistic scoring which are affected by emotional factors and raters’ preconceived notions. Secondly, analytic scoring can assess low-rated writings in a more objective and reliable way. Lastly analytic scoring is able to shed light on the shortcomings of writers’ proficiency. In other words, analytic scoring could assess sub-skills which have a different developmental stage and would confirm there is a washback effect in writing education.
1. 서론
2. 실험 내용 및 방법
3. 실험 결과 분석
4. 결론
참고 문헌
(0)
(0)