총체적 쓰기 평가와 분석적 쓰기 평가의 상관 연구

A study on The Correlation between Holistic Writing Assessment and Analytical Writing Assessment

This study aims to verify the reliability and validity of holistic assessment and analytical assessment techniques for argumentative writings. Teachers, university students and high school students participated in this study as assessors. The results of this study are summarized as follows. First, for holistic assessment, there was significant correlation between teachers and university students, while there was no correlation between teachers and high school students. This result is probably attributed to the lack of knowledge and competence required for writing assessment among high school students. Second, as a result of analytical assessment, there was no significant correlation between any two groups of the three ones. This result suggests that although assessment criteria were definitely given, they analyzed individual items in different ways. Thus, presenting assessment criteria and prior discussion and training about each item should precede using analytical assessment technique. Finally, as a result of drawing a comparison between holistic assessment and analytical assessment by same assessors, there was low correlation between teachers and university students. This result implies that the descriptions to be assessed by each of the two assessment techniques are different. In conclusion, it is considered that it is required to tighten up assessor training in this respect.